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The Role of Experiential Learning on Students’ Motivation and Classroom Engagement
Open accessAbstract
Due to the birth of positive psychology in the process of education, classroom engagement has been flourished and got a remarkable role in the academic field. The other significant determining factor of success in education is motivation which is in line with classroom engagement. Moreover, based on the constructivist approach, experiential learning (EL) as a new method in education and a learner-centric pedagogy is at the center of attention, as a result of its contributions to improving the value of education which centers on developing abilities, and experiences. The current review makes an effort to consider the role of EL on students’ classroom engagement and motivation by inspecting its backgrounds and values. Subsequently, the efficacy of findings for academic experts in educational contexts is discussed.
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“Experiential learning is considered a more effective alternative than any other educational approach for high-impact learning as it enhances students' motivation to construct meaningful learning (Kolb and Kolb, 2018; Kong, 2021).”
From Designing experiential learning activities with generative artificial intelligence tools for authentic assessment (2024) · cites this paper as Kong, 2021
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“Therefore, higher education institutions encourage learners to use their capabilities, as well as learning opportunities and facilities that enable them to be actively engaged (Broido, 2014; Xie and Derakhshan, 2021).”
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“Second, the “learner-centric pedagogy” and students’ interactions and involvement with a topic (Kong, 2021, p. 1) can be found through the practical component of everyday classes based on inductive methods, group work, reflections, and assuming responsibility for decisions, among other aspects.”
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Building Character Through Teaching Values
Padmakumari, P., Eapen, J. C., Aneesh Kumar, P., Jesline, J., Neelakantan, M. S., & Greeshma, R. (2025) · IGI Global eBooks · doi:10.4018/979-8-3373-0644-5.ch015 · Cited by 3
Aganyira, K., Ahimbisibwe, K. F., & Kontinen, T. (2025) · International Development Planning Review · doi:10.3828/idpr.2025.15 · Cited by 1
Windarsih, C. A., & Komala, K. (2025) · FIKRI Jurnal Kajian Agama Sosial dan Budaya · doi:10.25217/jf.v10i1.5738 · Cited by 1
“This interactive learning using graphic audio E-Books also integrates gamification elements, which are proven to increase children's motivation and engagement in learning (Kong, 2021).”
Education and training to build awareness of organizational diversity in senior high school teachers
Panggabean, H. R. G., & Murniati, J. (2022) · Abdimas Jurnal Pengabdian Masyarakat Universitas Merdeka Malang · doi:10.26905/abdimas.v7i4.7725 · Cited by 1
“This step aims so that participants can build abstractions from the learning outcomes that have been obtained from role playing and reflective discussion (Kong, 2021) Still in line with experiential learning, after interactive lectures, training activities are continued by giving small exercises or simple assignments…”
BackgroundMethodInfluentialHawes, F. M., & Jones, C. (2023) · Journal of Global Responsibility · doi:10.1108/jgr-09-2022-0087 · Cited by 1
Baker, A., & Ginn, C. (2023) · Journal of Occupational Therapy Education · doi:10.26681/jote.2023.070307 · Cited by 1
“These methods include activities such as authentic case studies (Allen & Toth-Cohen, 2019), experiential learning (Kong, 2021), critical dialogue (Abrami et al.”
MethodMetodologias Ativas: Investigações e Experimentações em Ciência do Movimento Humano
da Costa, V. O., de Souza, M. C., Jardim, N. Y. V., et al. (2022) · V&V Editora eBooks · doi:10.47247/la/88471.53.1.10
Michael, A. R., Blatt, S. H., Schofield, T., et al. (2022) · Teaching and Learning Anthropology · doi:10.5070/t35257557
“Kong (2021) proposed that experiential learning models build a stronger connection between what is being learned and personal learning experience that enhances learning motivation overall and the ability to regulate one’s motivation as part of the learning process in the future.”
BackgroundSelf-Study in a Pandemic: Process, Pedagogy, People, and Publishing
Schmid, D., Price-Williams, S. R., Anderson, M., & Townsley, M. (2023) · Networks An Online Journal for Teacher Research · doi:10.4148/2470-6353.1362
Knoblauch, C., & Tamer-Uzun, G. S. (2023) · Lecture notes in networks and systems · doi:10.1007/978-3-031-41637-8_21
How to Introduce Creative Thinking into Primary School Art Class
Zhou, L. (2023) · Highlights in Art and Design · doi:10.54097/hiaad.v4i2.12406
Capada, R. P. (2023) · Indian Journal of Science and Technology · doi:10.17485/ijst/v16i42.977
Afkar, M., Gavagsaz‐Ghoachani, R., Phattanasak, M., et al. (2023) · Research, Invention, and Innovation Congress: Innovative Electricals and Electronics (RI2C) · doi:10.1109/ri2c60382.2023.10356040
“Moreover, their skills and perspectives improve alongside their education [13].”
BackgroundAldya, R. F., Arifendi, R. F., & Fianto, L. (2023) · JAPI (Jurnal Akses Pengabdian Indonesia) · doi:10.33366/japi.v8i3.5474
Enhancing Boarding School Management through Organizational Psychology Education
Zuhaery, M., & Badrudin, B. (2023) · AL-TANZIM JURNAL MANAJEMEN PENDIDIKAN ISLAM · doi:10.33650/al-tanzim.v7i3.5944
“…supported by several research results, which have shown that psychological factors, including motivation, emotions, perceptions, self-efficacy, and learning styles, play a crucial role in determining the success of the educational process (Göbel & Preusche, 2019; Kong, 2021; Zhuang & Qiao, 2018).”
ResultTeacher’s Leadership Style Impacts on Student’s Academic Performances in Beijing, China
Wang, Y. Y., & Hamid, A. H. A. (2024) · International Journal of Academic Research in Progressive Education and Development · doi:10.6007/ijarped/v13-i2/21182
“To sum up, Kolb's primary emphasis is on the concept that information originates by experiences and following processes of adaption and alteration (Kong, 2021).”
BackgroundReyes, C. D., Schneider, C. D., Riquelme, S. M., Barrera, J. M., Valdebenito, C. C., Burgos, D. B., Walker, V. D., Vallejos, A., & Huerta, P. V. (2024) · Revista Española de Educación Médica · doi:10.6018/edumed.593721
Experiencing Religious Diversity in Teacher Training
Knoblauch, C. (2024) · International Journal of Advanced Corporate Learning (iJAC) · doi:10.3991/ijac.v17i2.42773
Metadata
- Authors
- Kong, Y.
- Affiliations
- Shaanxi Xueqian Normal University (CN)
- Corresponding author
- Kong, Yangtao
- Venue
- Frontiers in Psychology
- Publisher
- Frontiers Media SA
- Published
- 2021-10-22
- Volume
- 12
- Pages
- 771272-771272
- ISSN
- 1664-1078 (ISSN-L)
- PMC
- PMC8569223
- OpenAlex
- W3208291050
- Semantic Scholar
- 7b1df62c54ab648cfc086d0ee56dac55bb30026d
- Cited by
- 327
- References
- 40
- Citations by year
- 2026: 97 · 2025: 110 · 2024: 74 · 2023: 39 · 2022: 7
- FWCI
- 7.39
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Frontiers in Psychology (publishedVersion, cc-by)
- Europe PMC (PubMed Central) (publishedVersion, other-oa)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Education › Innovative Teaching Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Keywords
- experiential learning, student motivation, classroom engagement, positive psychology in education, constructivist teaching, student-centered learning, academic performance
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