Disciplinary Differences in Student Engagement Across Chinese and Math Learning: Neurophysiological Evidence (Poster 40)

• In Event: Thursday Poster Session 12:40 pm
  In Poster Session: Cognitive Processes, Pedagogical Strategies, and Cross-Cultural Insights in Education

Abstract

Student engagement plays a vital role in academic success across disciplines. However, the knowledge of student engagement in disciplinary contexts is still evolving. This study investigated the roles of cognitive and emotional engagement in Math and Chinese learning based on multimodal data. We found that students had higher self-reported cognitive engagement and EDA features in Math learning than in Chinese learning. Self-reported cognitive engagement, self-reported emotional engagement, and EDA-IPS are positively correlated with Math and Chinese performance. These findings provide evidence for disciplinary differences in student engagement and highlight the importance of employing different teaching and learning strategies for specific disciplines.

Authors

• Jianhua Zhang, The Chinese University of Hong Kong

• Tingting Wang, Renmin University of China

• Yu Zhang, Tsinghua University