Description
This study aims to explore how undergraduates in Chinese higher education use the“Superstar Learning Platform” in ideological and political courses. Although digital
learning platforms are increasingly integrated into college education, research on
their impact on students’ behavioral, emotional, and cognitive engagement in
ideological and political education courses remains limited. Based on the theory of
multidimensional engagement (Fredricks et al., 2004), this study examines students’ perceptions of the platform’s effectiveness, the overall learning experience, and the
impact of specific platform functions on different dimensions of engagement. This research employs a mixed-methods approach. Quantitative data are collected
through questionnaires, which use the revised version of the USEI (University
Student Engagement Inventory). After screening, 126 valid questionnaires were
obtained for SPSS analysis. Subsequently, qualitative data were collected through
semi-structured interviews to gain an in-depth understanding of students’ learning
experience and perception of the platform. The results show that students demonstrate high behavioral and cognitive
engagement, but relatively low emotional engagement. The platform appeared
effective in supporting participation and course related activities, although its role in
fostering emotional engagement and deeper learning appeared more limited. This
study explores the role of digital education platforms in higher education in China, providing a new perspective for the study of digital education and student
engagement.
| Period | 24 Nov 2025 → 29 May 2026 |
|---|---|
| Degree of Recognition | International |