Physiology, RAK Medical and Health Sciences University, Ras Al-Khaimah, 11172, United Arab Emirates.
Physiology, Al-Neelain University, Khartoum, Sudan.
F1000Res. 2024 Jul 31;13:273. doi: 10.12688/f1000research.147393.2. eCollection 2024.
The impact of learning enjoyment on motivation, enthusiasm, and overall learning experiences is significant. Previous studies, lacking an unbiased tool for measuring enjoyment and confronting various influencing factors, produced conflicting results regarding enjoyment levels in different instructional methods. Hence, we developed a learning enjoyment scale for evaluating both active and passive educational activities. We applied the developed scale to 112 first-year medical and dental students to assess their enjoyment during didactic physiology lectures and explored possible associated factors. Within this data note, we present students' responses to the developed LES. The LES encompasses six dimensions: knowledge, comprehension, application, analysis, concentration, and enjoyment. Students provided ratings for each dimension on a five-point Likert scale, spanning from 1 (strongly disagree) to 5 (strongly agree). The cumulative scores across the six dimensions range from a minimum of 6 to a maximum of 30. These total scores can be categorized as excellent (> 24), acceptable (18-24), or low (< 18). The second section of the dataset examines specific factors influencing overall enjoyment, such as teacher proficiency, topic difficulty, active student participation, objectives fulfillment, low stress levels, and self-perceived acquisition of skills. In addition to objective measurement of students' enjoyment level, the LES can be utilized for quantitative cross-comparisons between different teaching activities. By employing this dataset, we will undertake an analysis to determine the internal consistency of the Learning Enjoyment Scale (LES), with the anticipation that the outcomes will be published in another venue.
学习乐趣对动机、热情和整体学习体验有重大影响。以前的研究缺乏衡量乐趣的公正工具，并且面临各种影响因素，导致不同教学方法中的乐趣水平产生冲突的结果。因此，我们开发了一种学习乐趣量表，用于评估主动和被动教育活动。我们将开发的量表应用于 112 名医学和牙科学一年级学生，评估他们在理论生理学讲座中的乐趣，并探讨可能的相关因素。在本数据说明中，我们展示了学生对开发的 LES 的反应。LES 包括六个维度：知识、理解、应用、分析、专注和乐趣。学生对每个维度的评价都在五点李克特量表上进行，范围从 1（强烈不同意）到 5（强烈同意）。六个维度的累积分数最低为 6，最高为 30。这些总分可分为优秀（>24）、可接受（18-24）或低（<18）。数据集的第二部分检查了影响整体乐趣的具体因素，例如教师水平、主题难度、学生积极参与、目标实现、低压力水平和自我感知技能的获得。除了客观衡量学生的乐趣水平外，LES 还可用于不同教学活动之间的定量交叉比较。通过使用此数据集，我们将进行分析以确定学习乐趣量表（LES）的内部一致性，预计结果将在另一个场所发布。
