Восприятие студентами вузов роли образовательных цифровых стимулов в побуждении к академической вовлеченности в профессиональном образовании

   Введение. Цифровые стимулы являются одной из стратегий, подготовленных высшими учебными заведениями в университетском обучении в сфере профессионального образования, но университеты не выделяют их из других стратегий, которые используются. Исследование роли и влияния образовательных цифровых стимулов в достижении академической вовлеченности у студентов профессионального образования в иорданских университетах в свете COVID-19 важно.

   Методология и методы исследования. Для анализа данных использовался описательный метод опроса. Для достижения целей исследования была разработана анкета для сбора данных, состоящая из 29 пунктов, разделенных на три области: динамика (11 пунктов), механика (7 пунктов) и компоненты (11 пунктов). Выборка исследования состояла из 260 студентов мужского и женского пола в иорданских университетах.

   Результаты. Результаты показали, что роль образовательных цифровых стимулов в достижении академической вовлеченности была высокой без статистически значимых различий из-за гендерной переменной, со статистически значимыми различиями из-за переменных «учебный год» и «тип университета».

   Практическая значимость. Даны рекомендации создавать привлекательную, интерактивную и связанную с реальностью учащихся образовательную среду, используя стратегии глубокой обработки информации, метод решения проблем, креативность и критическое мышление, чтобы добиться вовлечения учащихся в процесс обучения.

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