Publications

Interactive educational videos have grown in popularity in the higher education setting over the last two decades. This exploratory study investigates the mediating and moderating effects of user engagement (UE) on the relationships between the antecedents of UE (i.e., intrinsic load, extraneous load, germane load, and task value) and learning satisfaction. A cross-sectional survey study was conducted in June 2023. We conveniently sampled 49 year-one undergraduate students, who completed a self-report questionnaire consisting of items pertaining to cognitive load, task value, user engagement, and learning satisfaction. Data was analysed using hierarchical linear regression models. Findings revealed that reward fully mediated the relationship between germane load and learning satisfaction. In addition, reward was also found to moderate the relation between (a) germane load and learning satisfaction, and (b) task value and learning satisfaction. These findings highlight the importance of creating rewarding experiences when designing interactive educational videos.

Assessing students’ approaches to learning (SAL) is crucial for evaluating their critical thinking abilities and subject domain comprehension. A deep approach and organised studying have been linked to lower study-related burnout, while an unrefective approach is associated with elevated levels of burnout. Despite evidence of the SAL–burnout connection, limited research exists on the bidirectional relationship between the two constructs. This study aims to fll this research gap by analysing changes in SAL and burnout during the freshmen year and determining whether there exists a reciprocal relationship between these constructs. Freshmen data was collected from two cohorts (Cohort 1, n=261; Cohort 2, n=216) at the beginning and end of their frst year. Findings revealed increased overall burnout, exhaustion, cynicism, and inadequacy from T1 to T2 in both cohorts. Deep approach decreased across T1 and T2 in both cohorts, while organised studying decreased in Cohort 1 but remained unchanged in Cohort 2. Conversely, unrefective approach decreased in Cohort 1 but increased in Cohort 2. Bidirectionality between SAL and burnout was observed in both cohorts, indicating that higher unrefective approach could lead to increased cynicism, and vice-versa. These fndings highlight the importance of recognizing the interplay between unrefective approach and cynicism for interventions targeting reduction in unrefective approaches and emphasizes the need to consider the potential unintended consequences of heightening freshmen’s cynical attitudes towards studying when attempting to reduce unrefective approach.

The current work aims to extend our understanding of the relationship between academic performance and burnout. Using longitudinal data collected from 521 students enrolled in a Singapore-based university from their freshmen year up to the end of year two, we examined the temporal order of the GPA-burnout relation to determine if there is a reciprocal relation between students’ burnout and academic performance. Grit, grit-passion, grit-perseverance, self-efficacy, and resilience were tested as moderating factors that were thought to potentially exacerbate, or protect against, the negative effects between GPA and burnout. Employing a panel analysis by means of SEM revealed that the relationship between GPA and burnout in our data is one where higher GPA contributes to worse burnout. Of all the moderating factors, only grit-passion was found to moderate the relationship between GPA and burnout, indicating that this relationship also depended on whether one has high or low grit-passion. In practice, our findings imply that high-achieving students are at risk of experiencing burnout due to excessive pressure and constant striving for better performance, but cultivating passion and enjoyment for academic activities can serve as a protective factor against burnout.

While adapting to a completely new learning environment, first-year university students who are less academically inclined and lacking emotional regulation can easily be overwhelmed by independent learning, complex subject matter, and a heavy workload. Such challenges of transitioning into university can compound and lead to student disengagement. The current study aims to understand how at-risk students transitioned into a university in Singapore in the months after their transition. Interview data regarding perceptions, support systems, and study strategies of 13 at-risk students were collected and analysed. Schlossberg’s Transition Theory was used as a theoretical foundation to discuss the findings of this paper within the wider literature and propose recommendations for educators. Three themes emerged: (1) the role of peers, (2) struggles of university learning, and (3) coping strategies. Overall, university freshmen were aware of their need to adapt to the demands of university learning, but remained overwhelmed with academic demands, struggled with self-directed learning and time management, and hence, reported a drop in self-efficacy and motivation. This was combatted to an extent by employing solution- and emotion-focused coping strategies. Peers were also highlighted as important sources of support in exchanging knowledge and reducing emotional distress. Implications for educators are highlighted in supporting at-risk students.

In an era marked by rapid change and complex global challenges, Institutes of Higher Learning (IHLs) are tasked with preparing students to navigate and address these evolving demands. This paper explores the critical role of Higher Education (HE) in equipping students with the necessary skills and mindsets to tackle real-world problems through innovative solutions. Integrating critical thinking and design thinking within a Design Innovation module is central to this exploration. The study is undergirded by a conceptual framework that blends critical, design, and futures thinking, focusing exclusively in this paper on applying critical thinking (CT) and design thinking (DT). The research investigates two primary questions: (1) How do students’ DT and CT mindsets change after participation in a Design Innovation module? (2) Is CT a prerequisite for developing DT? This study aims to illuminate the shifts in students’ mindsets from before to after the completion of the module, highlighting the importance of developing key dispositions for ethical and socially responsible problem-solving. Results show a statistically significant increase in CT and DT disposition scores from pre- to post-test, suggesting a shift to more positive CT and DT mindsets after going through the Design Innovation module. In addition, a significant moderation effect of pre-test CT mindset on the relationship between pre-test and post-test DT mindset scores was observed, implying that CT was a prerequisite for DT. The findings offer insights into the module’s effectiveness in fostering future-ready graduates’ thinking capabilities on innovating for real-world challenges and highlight the need for our future-ready students to achieve critical competence and creative confidence. Finally, we conclude the paper with recommendations for educators to integrate CT skill development intentionally and in tandem with DT skill development for a balanced approach to developing critical competence and creative confidence in interdisciplinary courses.

The implementation of a flipped classroom approach in engineering education is gaining prominence, where lectures are delivered online, and in-class time is dedicated to active learning. The effectiveness of this model , however, is dependent on the quality and quantity provided by digital and teacher resources . This study presents the design, implementation, and evaluation of a flipped classroom model within an Engineering Mechanics module, involving 180 first-year students in the Mechanical and Aerospace Engineering Programme jointly offered by the Singapore Institute of Technology (SIT) and the University of Glasgow (UofG). This initiative is a pilot delivery of a blended learning approach for the SIT-UofG programmes in Singapore, that involves a collaboration between the University of Glasgow Singapore (UGS), UofG and SIT. The online learning materials include various learning resources, such as video lectures, online quizzes, readings, and discussion forum. The face-to-face (F2F) components take place in the classroom after students have completed the online learning contents. The F2F components aim to engage learners in the process of internalizing and building their knowledge through teacher facilitated team-based and project-based activities, while encouraging learner-learner and learner-instructor interactions.