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The Relevance Factor of Student Engagement and Learning Satisfaction by Using IRS to Assist Learning
This study aims to explore the factors related to learning input and learning satisfaction using the IRS system to assist learning. This study conducted a questionnaire survey on college students who used the IRS system to assist in the study. A total of 296 questionnaires were collected, and 222 valid questionnaires were excluded after the invalid questionnaires were excluded. Path analysis results show that learning self-efficacy has a significant negative correlation with cognitive load; learning self-efficacy has a significant positive correlation with unility value; cognitive load has a significant negative correlation with unility value; unility value has student engagement and learning satisfaction positive correlation; cognitive load has a positive correlation with learning satisfaction. The results of the difference analysis showed that there were significant differences in learning satisfaction between different genders, and there were no statistically significant differences in the remaining variables. Different grades and different colleges did not reach statistically significant differences in each facet.
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