Learning Management in Increasing Students' Learning Motivation

Purpose This study aims to investigate the zombie learner phenomenon in Vietnamese higher education and examines its impact on students’ learning motivation and academic performance. Design/methodology/approach Based on the research model adapted from previous research, which considering “zombie learner” by its manifestations, and consolidating its scales through qualitative studies; using survey data from 999 university students in Vietnam, the authors applied structural equation modeling (SEM) to assess the impact of this phenomenon on academic motivation and performance. Findings The results reveal that the “zombie learner” phenomenon significantly negatively affects students' motivation to learn, which in turn leads to a decline in academic performance. Among the identified characteristics, “lack of autonomy” and “lack of engagement” from classmates have the strongest negative effects on students' motivation. Additionally, academic motivation is shown to have a direct positive impact on learning outcomes. Research limitations/implications The research focuses on university students in Vietnam and reveals the directions for further studies in other contexts. Practical implications This research provides valuable recommendations for educators and academic administrators to foster a more engaging learning environment that encourages participation, thereby mitigating the “zombie learner” effect and improving students' academic performance enhancing teaching quality and student motivation. Originality/value Besides the confirmation of the effect of the existence of zombie learners on motivation and learning outcomes, like other studies, this study adds two controlling variables with the “major” and “tuition fees” on the two dependent variables “learning motivation” and “academic performance.” Studying an attractive major will lead to higher motivation and academic performance. Similarly, having to pay high tuition fees can also be both a motivation and a pressure for students to study, thereby achieving better academic performance.

Background The COVID-19 pandemic led to widespread disruptions in educational systems globally, forcing a transition to remote learning modalities. This systemic change raised concerns about its potential impact on the academic performance of students in developmental ages. This systematic review and meta-analysis aimed to evaluate the association between the COVID-19 pandemic and academic performance among developmental-age students, quantifying the effect size using Cohen’s d. Methods We searched PubMed/MEDLINE, Scopus, and Embase for studies published up to December 2023 that assessed the impact of the COVID-19 pandemic on academic performance. The review was performed following the PRISMA 2020 guidelines. The quality of the included studies was evaluated using the Newcastle-Ottawa Scale. The pooled effect size was calculated using Cohen’s d, with its 95% confidence interval. The protocol has been registered in PROSPERO. Results Out of 3671 retrieved articles, 30 studies met the inclusion criteria, and 13 were suitable for meta-analysis, involving a combined total of 4,893,499 students. The Cohen’s d was -0.07 (95% CI = -0.10 to -0.03; p < 0.001), indicating a small but statistically significant decline in academic performance associated with the pandemic. Subgroup analyses revealed that mathematics suffered the most significant impact, with a Cohen’s d of -0.14 (95% CI = -0.18 to -0.10; p < 0.001). All the included studies were judged as moderate-high quality. Conclusions The COVID-19 pandemic has had a negative effect on the academic performance of students of developmental ages, particularly in mathematics. These findings highlight the need for targeted interventions to mitigate the educational setbacks caused by the pandemic, especially in core subjects where the decline in performance was most pronounced. Key messages • The COVID-19 pandemic has significantly disrupted educational systems worldwide, resulting in a small but statistically significant decline in academic performance among students of developmental ages. • The shift in educational delivery during the pandemic particularly affected learning outcomes in mathematics more than in other subjects.

Effects of artificial Intelligence–Enabled personalized recommendations on learners’ learning engagement, motivation, and outcomes in a flipped classroom

Objective: To investigate the snoring status of school-aged children in Beijing and explore the association of snoring and academic performance. Methods: A total of 7 925 children aged from 6 to 14 were selected from 15 primary and middle schools at 7 districts (Xicheng, Chaoyang, Changping, Shunyi, Fangshan, Huairou and Mentougou) in Beijing in 2015, using multi-stage stratified cluster random sampling method. The recruited children were asked to complete the Pediatric Sleep Questionnaire (PSQ) and a questionnaire related to sleep behavior. The multiplelogistic regression was used to analyze the association of snoring and academic performance. Results: A total of 794 (12.44%) children showed a decline in academic performance among 6 383 eligible respondentsfor data analysis. 580 (9.08%) children with snoring was identified, of which 333 and 247 were in frequency of 1-2 times per week and frequency of ≥3 times per week, respectively; 357, 170 and 53 were in snoring grade Ⅰ, grade Ⅱ and grade Ⅲ, respectively. Compared with the children without snoring, the OR (95%CI) for children with 1-2 times per week and ≥3 times per week was 1.363 (1.000-1.857) and 1.605 (1.135-2.269), respectively; and the OR (95%CI) for children with grade Ⅰ, grade Ⅱ and grade Ⅲ of snoring was 1.226 (0.893-1.683), 1.595 (1.062-2.397) and 2.31 (1.17-4.565), respectively. Conclusion: There is a statistical relationship between snoring and the decline of academic performance. The decline of academic performance positively associated with increased frequency and grade of snoring.

This study aims to determine the influence of the Learning Management System (LMS) on students' motivation and satisfaction levels. The research method used is quantitative with an associative approach. The study involves 60 students as subjects. The research technique employs simple random sampling with data collection conducted through questionnaires. Data analysis is performed using SPSS version 16. The results of the study indicate a positive and significant influence of LMS on students' learning motivation. Based on the significance test, the calculated t-value (4.382) > t-table (1.67155) for Y1 (learning motivation), which means Ho1 is rejected and Ha1 is accepted. The study also shows a positive and significant influence of LMS on students' satisfaction levels, with a calculated t-value (5.406) > t-table (1.67155), which means Ho1 is rejected and Ha1 is accepted. The conclusion of this study is that learning using LMS has a significant impact on students' motivation and satisfaction levels.

The study is devoted to a comparative analysis of the results of using in different samples two different methods related to the study of students' learning motivation. The study used methods based on different approaches «Diagnostics of students' learning motivation» (Badmaeva, 2004) and «Scales of academic motivation» (Gordeeva, Sychev, Osin, 2014). In addition, students provided information about their academic performance over the past semesters. The study was conducted using an online survey in a Google form on a sample of 82 university students aged 18–29 years. Correlation analysis (according to Spearman) and factor analysis (with Varimax rotation) were used in data processing. The results of the study showed that the scales of the methods «Diagnostics of students' learning motivation» and «Scales of academic motivation» when used in different samples correlate quite closely with each other; the methods «Diagnostics of students' learning motivation» and «Scales of academic motivation», despite differences in their structure and terminology, allow us to assess the formation of students' learning motives; with the self-report on academic performance in the method «Diagnostics of students' learning motivation» correlate, first of all, the motives of the learning of the «activity spectrum», and in the method «Scales of academic motivation» – the scale of the «internal motivation» of the learning; the joint use of the methods «Diagnostics of students' learning motivation» and «Scales of academic motivation» makes it possible to obtain a more differentiated picture of the features of the motivational sphere of students.

One of the manifestations of subjectivity of university students is their involvement in learning, actively studied in foreign and in Russian pedagogy, psychology and sociology of education. Various components of involvement in learning are distinguished, among which there is a motivational component. The purpose of the study was a comparative analysis of two methods for measuring the motivation of learning, based on different theoretical approaches, as well as an analysis of the relationship between academic performance as an effective component of involvement in learning and the motivational component of involvement measured by two different tools. The methods «Diagnostics of the motivation of students' learning» (Badmaeva, 2004), «Scales of academic motivation» (Gordeeva, Sychev, Osin, 2014) were used. In addition, students gave information on academic performance for past semesters. The study, conducted by an online survey in Google form, involved 115 university students aged 18–25 years. Correlation analysis (according to Spearman) and factor analysis were used in the data processing. As a result of the study, multiple significant correlations between scales of motives of the learning of two methods were obtained; in factor analysis, the scales were evenly distributed between the two factors; it was revealed that in each of the methods there are scales significantly correlating with the academic performance of students as an effective component of their involvement in learning; the motives of the learning are considered in relation to the types of activities of students, within which the actions of the learning are implemented.

PurposeThis paper aims to investigate the relationship between the students’ digital activities and their academic performance through two stages. In the first stage, students’ digital activities were studied and clustered based on the attributes of their activity log of learning management system (LMS) data set. In the second stage, the significance of the relationship between these profiles and the associated academic performance was tested statistically.Design/methodology/approachThe LMS delivers E-learning courses and keeps track of the students’ activities. Investigating these students’ digital activities became a real challenge. The diversity of students’ involvement in the learning process was proven through the LMS which characterize students’ specific profiles. The Educational Data Mining (EDM) approach was used to discover students’ learning profiles and associated academic performances, where the activity log file exemplified their activities hosted in the LMS. The sample study data is from an undergraduate e-course hosted on the platform of Blackboard LMS offered at a Saudi University during the first semester of the 2019–2020 academic year. The chosen undergraduate course had 25 sections, and the students attending came from science, technology, engineering and math background.FindingsResults show three clusters based on the digital activities of the students. The correlation test shows the statistical significance and proves the effect of the student’s profile on his academic performance. The data analysis shows that students with different profiles can still get similar academic performance using LMS.Originality/valueThis empirical study emphasizes the importance of the EDM approach using clustering techniques which can help the instructor understand how students use the provided LMS content to learn and then can deliver them the best educational experience.

This paper presents a new pedagogical model of blended learning on the basis of the platform presented in our earlier study presented at the conference, which introduced our class model providing the traditional Japanese classroom with Wi-Fi connected Mobile tools (iPod Touch, 2nd generation) and Learning Management Systems (LMS). The new model emphasises the facilitation of collaborative and individual activity with the use of Information Communication Technology (ICT) at the normal classroom settings. Our lessons were designed on the basis of Keller’s ARCS model, which aims to enhance learner’s learning motivation. The results of this study verified the effects of the proposed blended learning lessons using iPod Touch in the classroom on learner’s vocabulary acquisition, consciousness change, motivation and oral reading; and suggested that the use of mobile tools in the classroom stimulated their consciousness about language learning strategies and motivation in a more communicative direction.

This research aimed to determine the influence of the Spensa Pacak Learning Management System application and the ICT skills of subject teachers on students’ learning motivation. The study was conducted at SMP Negeri 1 Koba, Central Bangka Regency, using questionnaires. The results showed that the use of the Learning Management System application had no significant impact on students’ learning motivation. However, the ICT skills of subject teachers had a significant influence on students’ motivation. The use of the Learning Management System application and subject teachers’ ICT skills simultaneously had a significant influence on students’ motivation. The coefficient of determination for students showed a large influence of the Learning Management System application and subject teachers’ ICT skills, with 82.3% influenced by other factors not mentioned in the research.

Background Addressing mental health illnesses among the college student population is pressing since they are associated with a decline in academic performance. Purpose This cross-sectional study investigates the impact of mental health illnesses and test anxiety on academic performance of 201 undergraduate students post-COVID-19 in U.S.A. Methods: A survey was administered between October 20th and November 3rd 2022 to collect data on demographics, mental health variables and GPA. Results Significant negative associations were observed between academic performance and depression (ß = –0.022, p < .01), anxiety (ß = –0.015, p = .01), stress (ß = –0.021, p < .01), and test anxiety (ß = –0.011, p < .01). There was a significant difference in GPA between all labels of depression and stress (P = .01 and P < .01 respectively). For test anxiety and GPA, there was significant dose response relationship; the higher the test anxiety level, the lower the GPA (P < .01). Discussion Governments and higher education institutions should provide the necessary academic, social, mental, and financial support during and post-confinement. Translation to Health Education Practice The findings may be valuable for health educators who can reach stakeholders and highlight the importance of addressing these mental health illnesses and applying systematic mental health treatment plan on college campuses.

histosomiasis due to Schistosoma haematobium was the most common helminth infection in school-age children from a poor area in Bamako, Mali. Almost half (47%) of the boys and 40% of the girls were infected, 18% of the children being heavily infected. There was a significant decline in academic performance and in school attendance with increasing intensity of infection. When all sources of variation were taken into consideration, absenteeism was the main factor explaining the variation in academic performance, although a significant effect of infection remained. School-based delivery of chemotherapeutic interventions is currently promoted by several international organizations. However, rates of school attendance are low in some areas and it is the absentees who appear to be at relatively high risk of ill health. Novel ways of reaching this elusive subset of the population are required.

The emergency of Coronavirus disease in Indonesia makes the teaching and learning process should be held in an online learning setting. The existence of distance during the learning reduces the performance of students, especially the new enrolled students in grade 1 Saint John Christian elementary school. Therefore, this research aims to examine the Realistic Mathematics Education (RME) approach with interactive PowerPoint (iPP) media in improving students’ learning outcome and motivation during the online learning period. Classroom Action Research (CAR) is applied in order to analyze the effect of RME with iPP towards students’ performance in learning mathematics within two cycles. The participant is class 1-D Saint John Christian elementary school which consists of 22 students. Data were collected through assessment towards students’ learning outcome, and motivation matrix modeled by Keller to measure the learning motivation. Data in this research is analyzed using descriptive analysis. The final cycle showed that 91% of students successfully passed the passing grade and reached 360 points for the learning motivation. Meanwhile, the percentage target of students who would pass the test is only 80% and the target points of learning motivation is 320 points only. In conclusion, RME with iPP is able to improve student learning outcome, motivation as well as build interaction. The usage of RME with iPP in an online learning setting is recommended to increase students’ academic performances.

This study examines the learning motivation of Master’s students in English Education in their use of Learning Management Systems (LMS). A descriptive quantitative survey was conducted involving 50 students from several universities in Java and Lombok. Two variables were measured—intrinsic and extrinsic motivation—adapted from established motivational constructs. Data were analyzed descriptively to identify students’ motivational tendencies without generalizing beyond the sample. The findings show that intrinsic motivation (M = 4.32) is slightly higher than extrinsic motivation (M = 4.01) on a 5-point scale. Intrinsic motivation is reflected in students’ interest in engaging with course materials and the enjoyment of structured LMS-based learning activities. Extrinsic motivation appears in responses related to academic expectations and lecturer guidance, though these external factors were rated lower than internal drivers. The results indicate that students perceive LMS use as supportive of their learning motivation, particularly in facilitating access to materials and organizing learning tasks. However, the study does not assess causal effects of LMS use on academic outcomes. The findings highlight the need for LMS designs that strengthen both intrinsic and extrinsic motivational aspects to enhance student engagement in English education contexts.

To observe the impact of the ARCS motivation model on students' learning motivation and academic performance in high school biology teaching, this study selected students from two parallel classes with similar learning motivation and academic performance as the research subjects, integrated the ARCS motivation model into the "Genetics and Evolution" course of compulsory biology in high school, and carried out a one-semester teaching practice. After the practice of the ARCS teaching model ended, a before-and-after comparison was made on the basic situation, academic performance and learning motivation level of the students in the two classes. The results showed that integrating the ARCS motivation model into the compulsory biology course in high school could significantly improve the students' academic performance and learning motivation level. The research indicates that compared with the traditional teaching mode, the ARCS motivation model is more conducive to enhancing students' classroom participation, stimulating students' learning motivation, improving students' learning efficiency, and thus enhancing students' academic level.