Search

Learning Engagement in Elementary Science Collaborative Classrooms: Current Status and Influencing Factors

Author(s)

Xinyi Lin, Lili Zhu*

Affiliation(s)

College of Photonic and Electronic Engineering, Fujian Normal University, Fuzhou, Fujian, China *Corresponding Author

Abstract

Learning engagement is an important indicator for evaluating students’ learning outcomes and classroom quality, and it plays a critical role in improving the quality of elementary science teaching and fostering students’ scientific literacy. Based on engagement theory and the characteristics of science education, this study developed an analytical framework for learning engagement in elementary science collaborative classrooms. Eight classroom videos were analyzed using NVivo. The results show that students demonstrated relatively high levels of behavioral engagement, while deeper learning behaviors were less evident. Social engagement supported basic collaboration, but emotional interaction and peer support were limited. In terms of cognitive engagement, students were active in expressing ideas, whereas higher-level cognitive processes remained insufficient. Emotional engagement was mainly characterized by positive and neutral states. Further analysis indicates that classroom organization and task design, teacher guidance and feedback, and the quality of group collaboration are key factors influencing learning engagement in elementary science collaborative classrooms.

Keywords

Learning Engagement; Elementary Science Education; Collaborative Learning; NVivo

References

[1]Liu B., Xu Y., Wan Z. Systematic Review of Collaborative Learning Influencing Factors and Outcomes in Primary Science Education. Proceedings of the 4th International Conference on New Media Development and Modernized Education (NMDME 2024), 2024, 320–328. [2]Hu Wanqing, Li Xin, Huang Ruiyan, et al. Research on Analysis Method of Collaborative Engagement Based on Deep Learning. E-learning Research, 2024, 45(5):67–74. [3]Wong Z Y, Liem G A D. Student Engagement: Current State of the Construct, Conceptual Refinement, and Future Research Directions. Educational Psychology Review, 2022, 34(1):107–138. [4]Chen Yujie, Zhang Qi. Theoretical Construction of the Learning Engagement Mechanisms: Connotation Evolution, Influencing Factors, and Enhancement Mechanisms. Open Learning Research, 2025, 30(5):37–46, 62. [5]Fredricks J A, Blumenfeld P C, Paris A H. School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 2004, 74(1):59–109. [6]Kearsley G, Shneiderman B. Engagement Theory: A Framework for Technology-Based Teaching and Learning. Educational Technology, 1998, 38(5):20–23. [7]Sinha S, Rogat T K, Adams-Wiggins K R, et al. Collaborative Group Engagement in a Computer-Supported Inquiry Learning Environment. International Journal of Computer-Supported Collaborative Learning, 2015, 10(3):273–307. [8]NGSS Lead States. Next Generation Science Standards: For States, by States. National Academies Press, 2013. [9]Li Yanyan, Peng Yu, Kang Jia, et al. Engagement in Online Collaborative Group Learning: Analysis Modelling and Application. China Distance Education, 2020, (2):40–48, 77. [10]Li Xin, Li Yanyan. Construction and Application of Digital Representation Model of Learning Engagement in Collaborative Learning. China Distance Education, 2022, (8):70–77. [11]Ding Jihong, Fan Zhihao, Liu Huazhong. Visualization and Correlation Analysis of Learning Engagement Based on Multimodal Data in Collaborative Programming: Understanding the Interplays Among Behavioral, Cognitive, Social, and Emotional Dimensions and Their Impacts on Learning. Journal of Distance Education, 2024, 42(4):40–49.