References
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[2]. Mohammed, I., Nauman, A., Paul, P., Ganesan, S., Chen, K.-H., Jalil, S. M., Jaouni, S. H., Kawas, H., Khan, W. A., Vattoth, A. L., Al-Hashimi, Y. A., Fares, A., Zeghlache, R., & Zakaria, D. (2022). The efficacy and effectiveness of the COVID-19 vaccines in reducing infection, severity, hospitalization, and mortality: A systematic review. Human Vaccines & Immunotherapeutics, 18(1).
[3]. Felson, J., & Adamczyk, A. (2021). Online or in person? examining college decisions to reopen during the COVID-19 pandemic in fall 2020. Socius: Sociological Research for a Dynamic World, 7, 237802312098820.
[4]. Ekman, P., & Friesen, W. V. (1967). Head and body cues in the judgment of emotion: A reformulation. Perceptual and Motor Skills, 24(3), 711–724.
[5]. Carbon, C.-C. (2020). Wearing face masks strongly confuses counterparts in reading emotions. Frontiers in Psychology, 11.
[6]. Nestor, M. S., Fischer, D., & Arnold, D. (2020). “masking” our emotions: Botulinum toxin, facial expression, and well‐being in the age of Covid‐19. Journal of Cosmetic Dermatology, 19(9), 2154–2160.
[7]. Grenville, E., & Dwyer, D. M. (2022). Face masks have emotion-dependent dissociable effects on accuracy and confidence in identifying facial expressions of emotion. Cognitive Research: Principles and Implications, 7(1).
[8]. Fried, L. (2011). Teaching teachers about emotion regulation in the classroom. Australian Journal of Teacher Education, 36(3).
[9]. Becker, E. S., Goetz, T., Morger, V., & Ranellucci, J. (2014). The importance of teachers' emotions and instructional behavior for their students' emotions – an experience sampling analysis. Teaching and Teacher Education, 43, 15–26.
[10]. Wang, Y., Liu, Q., Chen, W., Wang, Q., & Stein, D. (2018). Effects of instructor's facial expressions on students' learning with video lectures. British Journal of Educational Technology, 50(3), 1381–1395.
[11]. Coppens-Hofman, M. C., Terband, H., Snik, A. F. M., & Maassen, B. A. M. (2016). Speech characteristics and intelligibility in adults with mild and moderate intellectual disabilities. Folia Phoniatrica Et Logopaedica, 68(4), 175–182.
[12]. Corey, R. M., Jones, U., & Singer, A. C. (2020). Acoustic effects of medical, cloth, and transparent face masks on speech signals. The Journal of the Acoustical Society of America, 148(4), 2371–2375.
[13]. Bottalico, P., Murgia, S., Puglisi, G. E., Astolfi, A., & Kirk, K. I. (2020). Effect of masks on speech intelligibility in auralized classrooms. The Journal of the Acoustical Society of America, 148(5), 2878–2884.
[14]. Magee, M., Lewis, C., Noffs, G., Reece, H., Chan, J. C., Zaga, C. J., Paynter, C., Birchall, O., Rojas Azocar, S., Ediriweera, A., Kenyon, K., Caverlé, M. W., Schultz, B. G., & Vogel, A. P. (2020). Effects of face masks on acoustic analysis and speech perception: Implications for peri-pandemic Protocols. The Journal of the Acoustical Society of America, 148(6), 3562–3568.
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[22]. Peelle, J. E. (2018). Listening effort: How the cognitive consequences of acoustic challenge are reflected in brain and behavior. Ear and Hearing, 39(2), 204–214.
[23]. Krueger, M., Schulte, M., Zokoll, M. A., Wagener, K. C., Meis, M., Brand, T., & Holube, I. (2017). Relation between listening effort and speech intelligibility in noise. American Journal of Audiology, 26(3S), 378–392.
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[39]. Singh, K., Granville, M., & Dika, S. (2002). Mathematics and science achievement: Effects of motivation, interest, and academic engagement. The Journal of Educational Research, 95(6), 323–332.
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[42]. Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571–581.
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[44]. Helme, S., & Clarke, D. (2001). Identifying cognitive engagement in the Mathematics Classroom. Mathematics Education Research Journal, 13(2), 133–153.
[45]. Rotgans, J. I., & Schmidt, H. G. (2011). Cognitive engagement in the problem-based learning classroom. Advances in Health Sciences Education, 16(4), 465–479.
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[52]. Kuh, G. D., Cruce, T. M., Shoup, R., Kinzie, J., & Gonyea, R. M. (2008). Unmasking the effects of student engagement on first-year college grades and persistence. The Journal of Higher Education, 79(5), 540–563.
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[62]. Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, A. (2005). A measure of college student course engagement. The Journal of Educational Research, 98(3), 184–192.
[63]. Gonida, E. N., Voulala, K., & Kiosseoglou, G. (2009). Students' achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescence. Learning and Individual Differences, 19(1), 53–60.
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Cite this article
Wu,Y.;Li,Y. (2023). A Masked Engagement? The Influence of Mask-wearing on Students’ Learning Engagement. Lecture Notes in Education Psychology and Public Media,6,208-221.
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References
[1]. Daniel, S. J. (2020). Education and the COVID-19 pandemic. PROSPECTS, 49(1-2), 91–96.
[2]. Mohammed, I., Nauman, A., Paul, P., Ganesan, S., Chen, K.-H., Jalil, S. M., Jaouni, S. H., Kawas, H., Khan, W. A., Vattoth, A. L., Al-Hashimi, Y. A., Fares, A., Zeghlache, R., & Zakaria, D. (2022). The efficacy and effectiveness of the COVID-19 vaccines in reducing infection, severity, hospitalization, and mortality: A systematic review. Human Vaccines & Immunotherapeutics, 18(1).
[3]. Felson, J., & Adamczyk, A. (2021). Online or in person? examining college decisions to reopen during the COVID-19 pandemic in fall 2020. Socius: Sociological Research for a Dynamic World, 7, 237802312098820.
[4]. Ekman, P., & Friesen, W. V. (1967). Head and body cues in the judgment of emotion: A reformulation. Perceptual and Motor Skills, 24(3), 711–724.
[5]. Carbon, C.-C. (2020). Wearing face masks strongly confuses counterparts in reading emotions. Frontiers in Psychology, 11.
[6]. Nestor, M. S., Fischer, D., & Arnold, D. (2020). “masking” our emotions: Botulinum toxin, facial expression, and well‐being in the age of Covid‐19. Journal of Cosmetic Dermatology, 19(9), 2154–2160.
[7]. Grenville, E., & Dwyer, D. M. (2022). Face masks have emotion-dependent dissociable effects on accuracy and confidence in identifying facial expressions of emotion. Cognitive Research: Principles and Implications, 7(1).
[8]. Fried, L. (2011). Teaching teachers about emotion regulation in the classroom. Australian Journal of Teacher Education, 36(3).
[9]. Becker, E. S., Goetz, T., Morger, V., & Ranellucci, J. (2014). The importance of teachers' emotions and instructional behavior for their students' emotions – an experience sampling analysis. Teaching and Teacher Education, 43, 15–26.
[10]. Wang, Y., Liu, Q., Chen, W., Wang, Q., & Stein, D. (2018). Effects of instructor's facial expressions on students' learning with video lectures. British Journal of Educational Technology, 50(3), 1381–1395.
[11]. Coppens-Hofman, M. C., Terband, H., Snik, A. F. M., & Maassen, B. A. M. (2016). Speech characteristics and intelligibility in adults with mild and moderate intellectual disabilities. Folia Phoniatrica Et Logopaedica, 68(4), 175–182.
[12]. Corey, R. M., Jones, U., & Singer, A. C. (2020). Acoustic effects of medical, cloth, and transparent face masks on speech signals. The Journal of the Acoustical Society of America, 148(4), 2371–2375.
[13]. Bottalico, P., Murgia, S., Puglisi, G. E., Astolfi, A., & Kirk, K. I. (2020). Effect of masks on speech intelligibility in auralized classrooms. The Journal of the Acoustical Society of America, 148(5), 2878–2884.
[14]. Magee, M., Lewis, C., Noffs, G., Reece, H., Chan, J. C., Zaga, C. J., Paynter, C., Birchall, O., Rojas Azocar, S., Ediriweera, A., Kenyon, K., Caverlé, M. W., Schultz, B. G., & Vogel, A. P. (2020). Effects of face masks on acoustic analysis and speech perception: Implications for peri-pandemic Protocols. The Journal of the Acoustical Society of America, 148(6), 3562–3568.
[15]. Truong, T. L., Beck, S. D., & Weber, A. (2021). The impact of face masks on the recall of spoken sentences. The Journal of the Acoustical Society of America, 149(1), 142–144.
[16]. Brown, V. A., Van Engen, K. J., & Peelle, J. E. (2021). Face mask type affects audiovisual speech intelligibility and subjective listening effort in young and older adults. Cognitive Research: Principles and Implications, 6(1).
[17]. Toscano, J. C., & Toscano, C. M. (2021). Effects of face masks on speech recognition in multi-talker babble noise. PLOS ONE, 16(2).
[18]. Yi, H., Pingsterhaus, A., & Song, W. (2021). Effects of wearing face masks while using different speaking styles in noise on speech intelligibility during the COVID-19 pandemic. Frontiers in Psychology, 12.
[19]. Caniato, M., Marzi, A., & Gasparella, A. (2021). How much covid-19 face protections influence speech intelligibility in classrooms? Applied Acoustics, 178, 108051.
[20]. Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational leadership, 61(1), 6-13.
[21]. Ronsse, L. M., & Wang, L. M. (2009). Acoustics of elementary school classrooms: Correlations of varying background noise level and reverberation time to student achievement. In 38th International Congress and Exposition on Noise Control Engineering 2009, INTER-NOISE 2009 (pp. 1875-1879).
[22]. Peelle, J. E. (2018). Listening effort: How the cognitive consequences of acoustic challenge are reflected in brain and behavior. Ear and Hearing, 39(2), 204–214.
[23]. Krueger, M., Schulte, M., Zokoll, M. A., Wagener, K. C., Meis, M., Brand, T., & Holube, I. (2017). Relation between listening effort and speech intelligibility in noise. American Journal of Audiology, 26(3S), 378–392.
[24]. Howard, C. S., Munro, K. J., & Plack, C. J. (2010). Listening effort at signal-to-noise ratios that are typical of the school classroom. International Journal of Audiology, 49(12), 928–932.
[25]. Reinten, J., Braat-Eggen, P. E., Hornikx, M., Kort, H. S. M., & Kohlrausch, A. (2017). The Indoor Sound Environment and Human Task Performance: A literature review on the role of Room acoustics. Building and Environment, 123, 315–332.
[26]. Anderson, K. (2004). The problem of classroom acoustics: The typical classroom soundscape is a barrier to learning. Seminars in Hearing, 25(02), 117–129.
[27]. American National Standards Institute. (2002). Acoustical performance criteria, design requirements, and guidelines for schools.
[28]. Hu, S., & Kuh, G. D. (2003). Diversity experiences and college student learning and personal development. Journal of College Student Development, 44(3), 320–334.
[29]. Lawson, M. A., & Lawson, H. A. (2013). New conceptual frameworks for student engagement research, policy, and Practice. Review of Educational Research, 83(3), 432–479.
[30]. Kuh, G. D. (2007). How to help students achieve. Chronicle of higher education, 53(41).
[31]. Krause, K. L., & Coates, H. (2008). Students’ engagement in first‐year university. Assessment & Evaluation in Higher Education, 33(5), 493–505.
[32]. Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37(1), 153–184.
[33]. Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45(1), 89–125.
[34]. Archambault, I., Janosz, M., Fallu, J. S., & Pagani, L. S. (2009). Student engagement and its relationship with early high school dropout. Journal of Adolescence, 32(3), 651–670.
[35]. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109.
[36]. Sharkey, J. D., You, S., & Schnoebelen, K. (2008). Relations among school assets, individual resilience, and student engagement for youth grouped by level of family functioning. Psychology in the Schools, 45(5), 402–418.
[37]. Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes.
[38]. Greenwood, C. R., Horton, B. T., & Utley, C. A. (2002). Academic engagement: Current perspectives on research and practice. School Psychology Review, 31(3), 328–349.
[39]. Singh, K., Granville, M., & Dika, S. (2002). Mathematics and science achievement: Effects of motivation, interest, and academic engagement. The Journal of Educational Research, 95(6), 323–332.
[40]. Yazzie-Mintz, E. (2007). Voices of students on engagement: A report on the 2006 high school survey of student engagement. Center for Evaluation and Education Policy, Indiana University.
[41]. Eccles, J., Wigfield, A., Harold, R. D., & Blumenfeld, P. (1993). Age and gender differences in children's self- and task perceptions during elementary school. Child Development, 64(3), 830–847.
[42]. Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571–581.
[43]. Philp, J., & Duchesne, S. (2016). Exploring Engagement in Tasks in the Language Classroom. Annual Review of Applied Linguistics, 36, 50-72.
[44]. Helme, S., & Clarke, D. (2001). Identifying cognitive engagement in the Mathematics Classroom. Mathematics Education Research Journal, 13(2), 133–153.
[45]. Rotgans, J. I., & Schmidt, H. G. (2011). Cognitive engagement in the problem-based learning classroom. Advances in Health Sciences Education, 16(4), 465–479.
[46]. Lamborn, S., Newmann, F., & Wehlage, G. (1992). The significance and sources of student engagement. Student engagement and achievement in American secondary schools, 11-39.
[47]. Peters, K. P., Vollmer, T. R., Donaldson, J. M., & Walker, S. F. (2022). Assessment of variables contributing to academic task engagement. Education and Treatment of Children, 45(2), 135–143.
[48]. Karki, P., Chaudhury, S., & Patangia, B. (2020). Academic engagement among college students in Urban Bangalore: Exploring institutional and individual level determinants of academic engagement. i-Manager's Journal on Educational Psychology, 14(2), 24.
[49]. Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369–386.
[50]. Dogan, U. (2017). Student engagement, academic self-efficacy, and academic motivation as predictors of academic performance. The Anthropologist, 20(3), 553–561.
[51]. Henrie, C. R., Halverson, L. R., & Graham, C. R. (2015). Measuring student engagement in technology-mediated learning: A Review. Computers & Education, 90, 36–53.
[52]. Kuh, G. D., Cruce, T. M., Shoup, R., Kinzie, J., & Gonyea, R. M. (2008). Unmasking the effects of student engagement on first-year college grades and persistence. The Journal of Higher Education, 79(5), 540–563.
[53]. Lee, J.-S. (2013). The relationship between student engagement and academic performance: Is it a myth or reality? The Journal of Educational Research, 107(3), 177–185.
[54]. CET4 & 6 Commssion (2016). Syllabus for National College English Test 4 and 6. Retrieved from
[55]. Chiang, C. S., & Dunkel, P. (1992). The effect of speech modification, prior knowledge, and listening proficiency on EFL lecture learning. TESOL Quarterly, 26(2), 345.
[56]. Song, M., & Chen, L. (2017). A review on English vocabulary acquisition and teaching research in recent 30 years in China. Science Journal of Education, 5(4), 174.
[57]. Chen, P.-S. D., Lambert, A. D., & Guidry, K. R. (2010). Engaging online learners: The impact of Web-Based Learning Technology on college student engagement. Computers & Education, 54(4), 1222–1232.
[58]. Neuman, A. C., Wroblewski, M., Hajicek, J., & Rubinstein, A. (2010). Combined effects of noise and reverberation on speech recognition performance of normal-hearing children and adults. Ear & Hearing, 31(3), 336–344.
[59]. Fishman, E. (2016). How long should your next video be. Wistia Blog.
[60]. Lagerstrom, L., Johanes, P., & Ponsukcharoen, U. (2015). The myth of the six-minute rule: Student engagement with online videos. In 2015 ASEE Annual Conference and Exposition.
[61]. Peng, J. (2010). Chinese speech intelligibility at different speech sound pressure levels and signal-to-noise ratios in simulated classrooms. Applied Acoustics, 71(4), 386–390.
[62]. Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, A. (2005). A measure of college student course engagement. The Journal of Educational Research, 98(3), 184–192.
[63]. Gonida, E. N., Voulala, K., & Kiosseoglou, G. (2009). Students' achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescence. Learning and Individual Differences, 19(1), 53–60.
[64]. Veiga, F. H., Reeve, J., Wentzel, K., & Robu, V. (2014). Assessing students’ engagement: A review of instruments with psychometric qualities. In I Congresso Internacional Envolvimento dos Alunos na Escola: Perspetivas da Psicologia e Educação, 38-57.
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