Noor Uzma, Younas Muhammad, Saleh Aldayel Hessah, Menhas Rashid, Qingyu Xu
School of Education, Soochow University, Suzhou, China.
Department of English Language Skills, King Saud University, Riyadh, Saudi Arabia.
Front Psychol. 2022 Nov 23;13:933974. doi: 10.3389/fpsyg.2022.933974. eCollection 2022.
Learning digital technologies in higher education is a process of knowledge generation, and the rapid growth of technology in education has a significant impact on students' learning behaviors, motivation, and knowledge development. Pakistan's remarkable technological breakthrough has increased in the education field.
The study focuses on estimating students' learning behaviors, identifying the positive influence of educational apps on digital learning platforms, and analyzing their impact on students' motivation and knowledge development.
According to the study's objectives, a questionnaire survey was conducted to gather the primary data. The participants were students of universities in Lahore city of Pakistan. For this study, the sample size was = 300, carefully chosen using the purposive sampling technique. Of the respondents, there were 146 male and 154 female students, and the sample consisted of individuals aged 25-35 years. Smart-PLS-Bootstrapping, T-Values (PLS) 3.2.9 and the structural equation model (SEM) were applied to get the appropriate outcomes from the proposed study framework.
SEM analysis results shows that all proposed hypotheses [Animated Movies (AM) -> Student Motivation (SM), Educational Apps (EA) -> Knowledge Development (KD), Learning Behavior (LB) -> Animated Movies, Learning Behavior -> Educational Apps, Learning Behavior -> Knowledge Development, Learning Behavior -> Virtual Classrooms (VCr), Virtual Classrooms -> Knowledge Development, Virtual Classrooms -> Student Motivation] are confirmed while Learning Behavior -> Student Motivation is not confirmed.
This study found that digital learning platforms significantly impact students' learning and what motivates them to learn. The study also found that using educational apps and virtual classrooms more often helps students learn more and be more motivated to learn.
在高等教育中学习数字技术是一个知识生成的过程，教育领域技术的快速发展对学生的学习行为、动机和知识发展有着重大影响。巴基斯坦在教育领域取得了显著的技术突破。
该研究聚焦于评估学生的学习行为，确定教育应用程序对数字学习平台的积极影响，并分析其对学生动机和知识发展的影响。
根据研究目标，进行了问卷调查以收集原始数据。参与者是巴基斯坦拉合尔市各大学的学生。本研究样本量n = 300，采用目的抽样技术精心选取。在受访者中，有146名男学生和154名女学生，样本由年龄在25 - 35岁的个体组成。应用Smart-PLS-Bootstrapping、T值（PLS）3.2.9和结构方程模型（SEM）从所提出的研究框架中获得合适的结果。
结构方程模型分析结果表明，所有提出的假设[动画电影（AM）->学生动机（SM）、教育应用程序（EA）->知识发展（KD）、学习行为（LB）->动画电影、学习行为->教育应用程序、学习行为->知识发展、学习行为->虚拟课堂（VCr）、虚拟课堂->知识发展、虚拟课堂->学生动机]均得到证实，而学习行为->学生动机未得到证实。
本研究发现数字学习平台对学生的学习以及促使他们学习的动机有显著影响。研究还发现，更频繁地使用教育应用程序和虚拟课堂有助于学生学得更多且更有学习动力。
