An Analysis of Empirical Research on Learning Engagement Intervention Abroad: Insights and Implications for Chinese Education

Abstract

Learning engagement intervention strategies are instrumental in enhancing teaching quality by actively participating in students’ learning processes. This systematic literature review examines 39 empirical studies on learning engagement interventions, assessing their effectiveness and implications for Chinese education, and provides tangible evidence and practical insights into the efficacy of these interventions. Statistical analysis indicates a yearly increase in empirical studies on learning engagement, primarily published in education, psychology, and computer science journals. The focus is predominantly on college students, with growing attention to middle and primary school students. The findings reveal that despite valuable insights from foreign research, the application of interventions is not entirely satisfactory. Challenges identified include insufficient synergy, under-utilization of technical support, unidirectional intervention patterns, lack of personalized and differentiated interventions, and limited research on combined interventions. When conducting empirical research on learning engagement intervention strategies, Chinese scholars should consider the synergistic effects of intervention strategies, bidirectional linearity of interventions, multidimensional stakeholders involvement, personalized intervention, and the implementation of multiple rounds of iterative interventions.