Measuring Learner Engagement in Computer-Equipped College Classrooms

Monica Bulger, Richard E. Mayer, Kevin Almeroth
University of California, Santa Barbara

Although engagement and learning seem linked, quantitatively 
measuring this relationship is challenging. New technologies 
offer a window into studying the interactions among classroom 
activity, student engagement, and positive learning outcomes 
in computer-equipped classrooms. A Classroom Behavioral Analysis 
System (CBAS) was developed to measure student engagement in a 
college writing class, and to test the hypothesis that an 
interactive lesson would increase student engagement levels in 
a computer-equipped classroom. Student computer-based behaviors 
(off-task and on-task Internet visits) were compared during a 
traditional, lecture-based lesson (no-simulation condition) and 
an interactive simulation-based lesson (simulation condition). 
The dependent variable was student engagement as measured by the 
number of off-task and on-task Internet activities during the 
lesson. Off-task Internet activities were operationalized as 
website visits that were not part of the classroom activity; 
on-task Internet activities included websites that related to 
the assigned class activity. CBAS recorded all student computer 
actions during the observed instructional periods. Students 
attending a simulation-based lesson performed more on-task 
Internet actions, and significantly fewer off-task Internet 
actions than did students attending a lecture-based lesson. 
These findings support the hypothesis that interactive lessons 
increase student engagement levels in computer-equipped 
classrooms, and demonstrate that CBAS is a promising tool for 
studying student engagement.