{"title":"A systematic review of online persistent learning: Methodologies, findings and issues","authors":"Gaojun Shi, Yan Li, Rustam Shadiev","doi":"10.1111/bjet.70036","DOIUrl":"https://doi.org/10.1111/bjet.70036","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>Online persistent learning is a significant and growing field of study. Despite the numerous published studies on this topic, there is a notable lack of comprehensive reviews that analyse these studies, particularly in terms of their methodologies, findings and the issues reported by researchers. This study aims to systematically review twenty-seven papers on online persistent learning, evaluating them across nine dimensions. It offers a synthesized conceptualization of OPL that clarifies its scope, variability and core components and identifies key patterns related to learning environments, research designs, pedagogical strategies and technological applications. The results show that most studies focus on higher education students, employ short- to medium-term course durations and rely heavily on quantitative methods such as log data analysis. Assessment, engagement, interaction and discussion are frequent strategies to support online persistent learning, whereas the use of tools remains limited. Based on these results, this study highlights two key gaps. First, AI-supported learning activities remain limited, making it challenging to sustain learner persistence. Second, there is a lack of mixed-method and longitudinal research designs necessary to examine the dynamic nature of OPL. For researchers, this underscores the need for more integrative and longitudinal investigations to capture the nuanced processes underlying persistence. For practitioners, the findings suggest that persistence is not merely a function of platform or content design but is closely tied to how learning activities are supported and personalized.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Persistence is an important characteristic for online learning, as it effectively enhances the efficiency of online learning.</li>\u0000 \u0000 <li>Existing studies have explored the factors affecting online persistent learning, and some reviews have comprehensively analysed these factors.</li>\u0000 \u0000 <li>Previous reviews focus only on category factors, yet more important details involved in online persistent learning, such as learning activities, are often overlooked.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>More granular evidence is added to explore the factors affecting online persistent learning, such as duration and time unit.</li>\u0000 \u0000 <li>Support strategy, learning activity and tools are included in the coding to examine their effectiv","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 2","pages":"395-422"},"PeriodicalIF":8.1,"publicationDate":"2025-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146162624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Shuang Yu, Junmin Ye, Xinghan Yin, Linjing Wu, Shufan Yu, Mengting Nan, Sheng Luo
{"title":"A learning analytics-based leaderboard feedback approach for promoting student cognitive engagement and learning performance in online collaborative learning","authors":"Shuang Yu, Junmin Ye, Xinghan Yin, Linjing Wu, Shufan Yu, Mengting Nan, Sheng Luo","doi":"10.1111/bjet.70028","DOIUrl":"https://doi.org/10.1111/bjet.70028","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <p>Cognitive engagement is crucial for achieving positive learning outcomes. However, it is often inadequate in online collaborative learning. While learning analytics feedback can promote learners' engagement, it may have limitations in motivating students to continue participating. As a gamification element, the leaderboard has been shown to boost learning motivation, but its effects in conjunction with learning analytics feedback have not been extensively investigated. This study proposed a learning analytics-based leaderboard feedback approach (LALF) and conducted a quasi-experimental study involving 32 engineering students to assess the impact of this approach on student cognitive engagement and their learning performance. The experimental group received LALF, while the control group only received the learning analytics feedback. Utilizing chi-squared tests, epistemic network analysis (ENA) and auto-recurrence quantification analysis (aRQA), we examined the effects of LALF on the distributions, patterns, and dynamics of cognitive engagement. The results indicated that students in the experimental group exhibited significantly higher high-level cognitive engagement behaviours than those in the control group. Furthermore, students in the experimental group who engaged with the LALF tended to exhibit stronger connections among high-level cognitive engagement behaviours and more stable cognitive engagement patterns than those in the control group. Additionally, the results showed that students in the experimental group achieved higher learning performance than those in the control group. These findings reveal the critical role of combining learning analytics feedback with leaderboards in enhancing cognitive engagement in online collaborative learning, providing important guidance for designing efficient online learning experiences and improving educational quality.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic?\u0000\u0000 </p><ul>\u0000 \u0000 <li>Cognitive engagement is essential for achieving positive learning outcomes, particularly in online collaborative learning environments.</li>\u0000 \u0000 <li>Learning analytics feedback can enhance learner engagement, but may lack elements that stimulate motivation among students.</li>\u0000 \u0000 <li>The leaderboard is considered a gamification element, potentially boosting learning motivation by fostering a competitive atmosphere.</li>\u0000 </ul>\u0000 <p>What this paper adds?\u0000\u0000 </p><ul>\u0000 \u0000 <li>This study introduces a learning analytics-based leaderboard feedbac","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 2","pages":"579-605"},"PeriodicalIF":8.1,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146193402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Audon Archibald, Regina Kaplan-Rakowski, Ruthanne Thompson, Tania Heap
{"title":"Genes in 3D: The impact of virtual reality on biology students' performance and perceptions","authors":"Audon Archibald, Regina Kaplan-Rakowski, Ruthanne Thompson, Tania Heap","doi":"10.1111/bjet.70034","DOIUrl":"https://doi.org/10.1111/bjet.70034","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>This study explored the impact of high-immersion virtual reality (VR) as an innovative andragogical tool in undergraduate biology education. Amidst concerns about traditional lecture-based teaching methods, VR can offer interactive hands-on experiences. The study hypothesized that students who opt in for a supplementary VR experience will outperform the students presented with text-based lectures and the students presented with video-assisted content in content-related quizzes and assignments. The study involved 456 students of an undergraduate contemporary biology course. Three conditions were presented over four semesters: a VR activity focused on teaching genetics and Punnett squares that supplemented a video lecture, video lecture only and long-form text-based materials only. Pre- and post-VR activity tests were conducted to assess knowledge gains and perceptions of the VR experience of the 49 students who chose the additional VR experience. Results suggest significant improvements in the immediate content-related post-test scores, delivered in multiple-choice format. A significant difference was observed in the mean scores of the genetics module assignments (delivered in long-form text format) among the three groups (ie, VR-and-video-assisted group; video-assisted group; text-only materials group). The text-only group scored the lowest, while the video-and-VR-assisted group scored the highest, but only marginally higher than the video-assisted group. The results suggest that VR provides a viable, scalable and cost-effective complement to traditional laboratory practice. Rather than outperforming lecture-based approaches, VR offers an accessible way to practical experiences that would otherwise require specialized facilities or costly equipment. Our findings provide a baseline and highlight a need for further research to investigate the full potential and limitations of integrating VR in biology education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>Virtual reality (VR) has emerged as an increasingly viable method of engaging users in educational experiences.</li>\u0000 \u0000 <li>VR as a medium can engage users in ways traditional media struggle to achieve, such as fostering empathy and delivering immersive experiences.</li>\u0000 \u0000 <li>Hands-on learning opportunities remain highly relevant to STEM education, an area highly appropriate for exploration in VR.</li>\u0000 \u0000 <li>VR has gained considerable traction in biology education.</li>\u0000 </ul>\u0000 <p>What this pap","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 2","pages":"559-578"},"PeriodicalIF":8.1,"publicationDate":"2025-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146176124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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