how do medium naturalness and personality traits shape academic achievement and perceived learning? an experimental study of face-to-face and synchronous e-learning

Clicks: 212
ID: 252751
2017
Free PDF
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This article has not been analysed, so there is no overall score — reader engagement is measured and shown alongside.
AI Quality Assessment
Not analyzed
Readership in this journal
Emerging

Ranked #19 of 39 articles by views in anesthesiology research and practice

Most read Least read

Bar heights use a square-root scale.

Mint this article as an NFT
Not yet minted

Create a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.

5 SUSD one-off · no wallet required
Sign in to mint
Abstract
This controlled experiment examined how academic achievement and cognitive, emotional and social aspects of perceived learning are affected by the level of medium naturalness (face-to-face, one-way and two-way videoconferencing) and by learners’ personality traits (extroversion–introversion and emotional stability–neuroticism). The Media Naturalness Theory explains the degree of medium naturalness by comparing its characteristics to face-to-face communication, considered to be the most natural form of communication. A total of 76 participants were randomly assigned to three experimental conditions: face-to-face, one-way and two-way videoconferencing. E-learning conditions were conducted through Zoom videoconferencing, which enables natural and spontaneous communication. Findings shed light on the trade-off involved in media naturalness: one-way videoconferencing, the less natural learning condition, enhanced the cognitive aspect of perceived learning but compromised the emotional and social aspects. Regarding the impact of personality, neurotic students tended to enjoy and succeed more in face-to-face learning, whereas emotionally stable students enjoyed and succeeded in all of the learning conditions. Extroverts tended to enjoy more natural learning environments but had lower achievements in these conditions. In accordance with the ‘poor get richer’ principle, introverts enjoyed environments with a low level of medium naturalness. However, they remained focused and had higher achievements in the face-to-face learning.
Reference Key
blau2017researchhow Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors ;Ina Blau;Orli Weiser;Yoram Eshet-Alkalai
Journal anesthesiology research and practice
Year 2017
DOI
10.25304/rlt.v25.1974
URL
https://journal.alt.ac.uk/index.php/rlt/article/view/1974/pdf_1
Keywords
cognitive

Citations

No citations found. To add a citation, contact the admin at info@scimatic.org

Comments

No comments yet. Be the first to comment on this article.