Assessing the Learner’s Engagement Through Virtual Classroom and Teaching Pedagogy: The Mediating Role of Technology Usage

Authors

  • Peiqiong Zhang School of Journalism and Communication, Pingdingshan University, Pingdingshan 467000, Henan, China. Department of Media and Communication, Dankook University, Gyeonggi-do, 16890, South Korea. (South Korea)
  • Peng Zhao School of Journalism and Communication, Pingdingshan University, Pingdingshan 467000, Henan, China.
  • Jongmoo Kim Department of Media and Communication, Dankook University, Gyeonggi-do 16890, South Korea

DOI:

https://doi.org/10.58262/V32I78.2

Keywords:

Learners’ Engagement, Virtual Classroom, Teaching Pedagogy, Use of Technology

Abstract

In virtual classrooms, the engagement of learners has become a critical challenge. This research aims to answer the question: What is the impact of virtual classroom and teaching pedagogy on learner engagement in film and visual art education? This research addresses a gap to close a loop in literature and knowledge. A sample of 380 students pursuing films and visual arts education was taken to test the hypotheses. The findings of this study are based on empirical data, and a partial least square–structural equation model (PLS-SEM) employed for data analysis. The study reported that virtual classrooms and teaching pedagogy are significant antecedents of learners’ engagement. The study asserted that learners’ engagement is influenced by teaching pedagogy with the mediating role of the use of technology. This research is significant for its reliable theoretical contribution to the domain. Furthermore, the study has developed practical recommendations to improve learners’ engagement with teaching pedagogy and visual classroom. Future directions are also highlighted to conduct further studies on this area of knowledge.

Published

2024-01-10

How to Cite

Zhang, P., Zhao, P., & Kim, J. (2024). Assessing the Learner’s Engagement Through Virtual Classroom and Teaching Pedagogy: The Mediating Role of Technology Usage. Comunicar. https://doi.org/10.58262/V32I78.2

Issue

Section

ORIGINAL ARTICLE