Learning Engagement
Learning Engagement - Related Videos
13:57
Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
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Cited by 43 •
2015
This paper aims to describe the techniques involved in the collection and synchronization of the multiple dimensions (behavioral, affective and cognitive) of learners’ engagement during a task.
14:02
Measuring Engagement of Spectators of Social Digital Games
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2021
We propose a methodology that enables measuring engagement of spectators in a social digital game combining physiological and self-reported data. As this digital game involves a group of freely moving people, the experience is filmed using a synchronizing technique that links physiological data with events in the game.
10:43
Eye-tracking Technology and Data-mining Techniques used for a Behavioral Analysis of Adults engaged in Learning Processes
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Cited by 9 •
2021
We present a protocol for a behavioral analysis of adults (ages 18 to 70-year-old) engaged in learning processes, undertaking tasks designed for Self-Regulated Learning (SRL). The participants, university teachers and students, and adults from the University of Experience, were monitored with eye-tracking devices and the data were analyzed with data-mining techniques.
03:01
Evaluation of Immunomodulatory Activity of a Virally Encoded Bispecific T-Cell Engager
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2026
Source: Heidbuechel, J. P., et al. Paramyxoviruses for Tumor-targeted Immunomodulation: Design and Evaluation Ex Vivo. J. Vis. Exp. (2019).This video demonstrates a cell-based assay to evaluate the target-specific immunomodulatory activity of a virally encoded bispecific T-cell engager (BTE). The BTE links tumor cells expressing a target receptor with T cells, triggering tumor lysis and enzyme release. A colorimetric readout, based on substrate conversion, indicates T-cell activation. Higher...
08:45
Assessing Cellular Target Engagement by SHP2 (PTPN11) Phosphatase Inhibitors
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Cited by 4 •
2020
The ability to assess target engagement by candidate inhibitors in intact cells is crucial for drug discovery. This protocol describes a 384 well format cellular thermal shift assay that reliably detects cellular target engagement of inhibitors targeting either wild-type SHP2 or its oncogenic variants.
FAQs
These three dimensions reinforce one another rather than operating as isolated parts. Behavioral participation gives learners opportunities to encounter and apply material, emotional investment sustains attention to the activity, and cognitive effort supports reasoning and reflection. Looking at the dimensions together helps educators distinguish limited participation from difficulties with understanding or a weak connection to the subject.
Relevance gives new information a meaningful place in a learner’s goals and concerns. In environmental learning, a concept becomes more usable when connected to a local ecosystem, resource use, climate, or sustainability issue. That connection can help learners move beyond receiving information and apply it while considering why the knowledge matters.
Feedback helps learners identify how well their understanding or application is progressing and where further reasoning is needed. Combined with active investigation, it turns participation into an opportunity to refine ideas rather than simply complete an activity. This matters in environmental education because learners may need to interpret observations, discuss findings, and reconsider solutions to environmental challenges.
Measuring Learning Engagement can reveal barriers that may not be apparent from participation alone. Educators can consider whether learners are taking part behaviorally, connecting emotionally with the subject, and using attention and reasoning to build understanding. These observations can guide changes to instructional design and help determine whether an activity supports meaningful learning rather than surface involvement.
An environmental learning sequence can begin with a relevant local issue, continue through observation and investigation, and use discussion and problem-solving to apply ideas. Reflection then gives learners an opportunity to examine what they understand and how they reached it. This structure connects scientific concepts with ecosystems, resource use, climate, or sustainability instead of presenting them as detached information.
Engagement is especially valuable when instruction aims to connect knowledge with decisions about environmental challenges. Learners can use understanding developed through attention, reasoning, application, and reflection to consider resource use, sustainability, or local ecosystem issues. The outcome is not merely participation; it is better-supported informed decision-making and a stronger basis for responsible action.