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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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How Professional Realities Can Bridge Experiential Learning Across Classroom and Workplace Contexts
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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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