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Grit and Learning: Understanding the Sequential Learning Behaviours in Snap!

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Title: Grit and Learning: Understanding the Sequential Learning Behaviours in Snap!
Language: English
Authors: Gao, Ming (ORCID 0000-0003-0129-703X), Zhang, Jingjing (ORCID 0000-0002-0584-534X), Lu, Yu (ORCID 0000-0003-2378-4971), Kahn, Ken, Winters, Niall
Source: Journal of Computer Assisted Learning. Apr 2023 39(2):603-616.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 14
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Descriptors: Resilience (Psychology), Academic Persistence, Personality Traits, Usability, Learning Processes, Task Analysis, Classification, Comparative Analysis, Measures (Individuals), Prediction, Learning Activities, Sequential Learning, Network Analysis, Correlation, Lecture Method, Computer Assisted Instruction, Computer Software
DOI: 10.1111/jcal.12766
ISSN: 0266-4909
1365-2729
Abstract: Background: As a non-cognitive trait, grit plays an important role in human learning. Although students higher in grit are more likely to perform well on tests, how they learn in the process has been underexamined. Objectives: This study attempted to explore how students with different levels of grit behave and learn in an exploratory learning environment. Methods: In this study, 66 students participated in seven exploratory tasks in Snap! for approximately 60 min after a 30-min lecture. Students were categorized into a high grit group and low grit group using a grit scale. The Mann-Whitney U test, epistemic network analysis and lag sequential analysis were used to explore the differences between groups in learning performance, technology acceptance and behavioural patterns. Results: Students with different levels of grit engaged in explorative tasks in a short period of time might not present significantly different learning performance, perceptions of usefulness and ease of use, but students higher in grit, actively engaging more different types of activities, tended to put greater sustained effort to solve the challenging task. Take Away: Although grit was not significantly correlated with learning performance when students engage in classroom-based explorative activities, grit did predict whether students are more likely to explore and put greater sustained effort into solving the challenging task.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1367663
Database: ERIC
FullText Text:
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  Data: Grit and Learning: Understanding the Sequential Learning Behaviours in Snap!
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  Data: <searchLink fieldCode="AR" term="%22Gao%2C+Ming%22">Gao, Ming</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0129-703X">0000-0003-0129-703X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zhang%2C+Jingjing%22">Zhang, Jingjing</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0584-534X">0000-0002-0584-534X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lu%2C+Yu%22">Lu, Yu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2378-4971">0000-0003-2378-4971</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kahn%2C+Ken%22">Kahn, Ken</searchLink><br /><searchLink fieldCode="AR" term="%22Winters%2C+Niall%22">Winters, Niall</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. Apr 2023 39(2):603-616.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 14
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  Data: 10.1111/jcal.12766
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  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: As a non-cognitive trait, grit plays an important role in human learning. Although students higher in grit are more likely to perform well on tests, how they learn in the process has been underexamined. Objectives: This study attempted to explore how students with different levels of grit behave and learn in an exploratory learning environment. Methods: In this study, 66 students participated in seven exploratory tasks in Snap! for approximately 60 min after a 30-min lecture. Students were categorized into a high grit group and low grit group using a grit scale. The Mann-Whitney U test, epistemic network analysis and lag sequential analysis were used to explore the differences between groups in learning performance, technology acceptance and behavioural patterns. Results: Students with different levels of grit engaged in explorative tasks in a short period of time might not present significantly different learning performance, perceptions of usefulness and ease of use, but students higher in grit, actively engaging more different types of activities, tended to put greater sustained effort to solve the challenging task. Take Away: Although grit was not significantly correlated with learning performance when students engage in classroom-based explorative activities, grit did predict whether students are more likely to explore and put greater sustained effort into solving the challenging task.
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  Data: 2023
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        Value: 10.1111/jcal.12766
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      – Text: English
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        PageCount: 14
        StartPage: 603
    Subjects:
      – SubjectFull: Resilience (Psychology)
        Type: general
      – SubjectFull: Academic Persistence
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      – SubjectFull: Personality Traits
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      – SubjectFull: Measures (Individuals)
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      – SubjectFull: Prediction
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      – SubjectFull: Lecture Method
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      – SubjectFull: Computer Assisted Instruction
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      – SubjectFull: Computer Software
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      – TitleFull: Grit and Learning: Understanding the Sequential Learning Behaviours in Snap!
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