Investigating the Mediating Roles of Situational Interest and Mind-Wandering on Children’s Blended Learning Experience

• In Event: Revolutionizing Instructional Technology

Abstract

Historically, learning for young students has occurred in formal, in-person classroom environments, but the distance learning context has opened a myriad of learning modalities. With the transition back to in-person learning, we aim to better understand how deploying learning experience design (LXD) approach supports or hinders children’s engagement while participating in a blended, video-based math course. This study operationalized LXD through the integration of evidence-based pedagogical design and user experience (UX) design. Findings suggest that students’ situational interest and mind-wandering significantly mediate the relationship between user experiences and online engagement. These results provide practical implications for how researchers, designers, and instructors can reduce mind-wandering and sustain children’s engagement as we consider the future of blended teaching and learning modalities.

Authors

• Joseph Wong, University of California - Irvine

• Edward Chen, Long Beach City College

• Jessica Cai, Northwestern University

• Bella S. Lerner, University of Miami

• Lindsey E. Richland, University of California - Irvine