Kaushal Kumar Bhagat
Biographic Data
| ID | 8585945 |
|---|---|
| NAME | Kaushal Kumar Bhagat |
| GIVEN NAMES | Kaushal Kumar |
| FAMILY NAME | Bhagat |
| SIGNATURE | BHAGAT K K |
| AFFILIATIONS | Indian Institute of Technology Kharagpur |
| ORCID | 0000-0002-6861-6819 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Analyzing the discourse on open educational resources on Twitter
Analysing the relationships between argumentative reasoning and justification beliefs and the effects of prior experience of scientific information
This study explored the relationships between argumentative reasoning, justification beliefs, and prior experience with scientific information. Over 300 engineering students from India, aged 20–23, participated. An online science reading and reasoning survey with open-ended questions assessed reasoning behaviours. Prior experience with scientific information was assessed through self-reported measures of reading frequency and the number of source…
Modeling relationships among beliefs about scientific knowledge, beliefs about justification for knowing in science, and argumentative reasoning about a climate-related issue
In a sample of 323 engineering students, structural equation modeling was used to test hypothesized relationships between beliefs about the nature of knowledge in science, beliefs about the process of justification for knowing in science, and argumentative reasoning about an ill-structured social-scientific issue. Beliefs about justification for knowing were directly related to argumentative reasoning, with beliefs in justification by school-base…
VR (virtual reality) Educator
The integration of immersive technologies, such as 360-degree virtual reality (VR) in education presents a promising avenue for enhancing teaching and learning. However, educators often face challenges due to limited technical expertise and resource constraints. This study examined the usability and readiness of educators in adopting the 360 VR Educator platform – a tool grounded in Mayer’s (2005) cognitive theory of multimedia learning – which e…
Improving CSCL Performance
Computer-supported collaborative learning (CSCL) has been broadly utilized in the field of education. However, learners often face difficulties in improving CSCL performance, including improved knowledge elaboration, knowledge convergence, and coregulation. Therefore, the present study aims to compare the effects of automated informative feedback and knowledge graph-based suggestive feedback on knowledge elaboration, knowledge convergence, and co…
Investigating the effect of multiple try-feedback on students computational thinking skills through online inquiry-based learning platform
Computational thinking for the digital age
Comparative Analysis of Augmented Reality in Engineering Drawing Course
This study investigates the integration of augmented reality (AR) into engineering education, with a specific focus on its impact on spatial visualization abilities and the cognitive load in the context of an engineering drawing course. The research employs a structured approach, involving three experimental groups utilizing marker-based (MBAR), markerless (MLAR), and web-based AR (WBAR) applications, in comparison to a control group receiving tr…
Students’ Blended Learning Course Experience Scale (BLCES)
The aim of this study was to develop a scale to measure students’ blended learning course experience. A total of 792 undergraduate students from Malaysia participated in this study. Exploratory factor analysis (EFA) was employed to evaluate the factor structure of the scale. As a result of EFA, three factors with 19 items that explained 68.06% of the total variance were obtained. The three factors are: course design, learning experience, and pers…
Tracking the process and motivation of math learning with augmented reality
The impact of personality on students' perceptions towards online learning
The aim of this exploratory study was to examine the impact of five personality traits (extraversion, agreeableness, conscientiousness, neuroticism, and intellect/imagination) on the perception of students towards online learning. A total of 208 students from Taiwan (male = 96 and female = 112) with previous online course experience participated in an online survey using a bulletin board system. To measure personality traits and students’ percept…
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The impact of personality on students' perceptions towards online learning
The aim of this exploratory study was to examine the impact of five personality traits (extraversion, agreeableness, conscientiousness, neuroticism, and intellect/imagination) on the perception of students towards online learning. A total of 208 students from Taiwan (male = 96 and female = 112) with previous online course experience participated in an online survey using a bulletin board system. To measure personality traits and students’ percept…
Tracking the process and motivation of math learning with augmented reality
Students’ Blended Learning Course Experience Scale (BLCES)
The aim of this study was to develop a scale to measure students’ blended learning course experience. A total of 792 undergraduate students from Malaysia participated in this study. Exploratory factor analysis (EFA) was employed to evaluate the factor structure of the scale. As a result of EFA, three factors with 19 items that explained 68.06% of the total variance were obtained. The three factors are: course design, learning experience, and pers…
Investigating the effect of multiple try-feedback on students computational thinking skills through online inquiry-based learning platform
Computational thinking for the digital age
Comparative Analysis of Augmented Reality in Engineering Drawing Course
This study investigates the integration of augmented reality (AR) into engineering education, with a specific focus on its impact on spatial visualization abilities and the cognitive load in the context of an engineering drawing course. The research employs a structured approach, involving three experimental groups utilizing marker-based (MBAR), markerless (MLAR), and web-based AR (WBAR) applications, in comparison to a control group receiving tr…
Analyzing the discourse on open educational resources on Twitter
Analysing the relationships between argumentative reasoning and justification beliefs and the effects of prior experience of scientific information
This study explored the relationships between argumentative reasoning, justification beliefs, and prior experience with scientific information. Over 300 engineering students from India, aged 20–23, participated. An online science reading and reasoning survey with open-ended questions assessed reasoning behaviours. Prior experience with scientific information was assessed through self-reported measures of reading frequency and the number of source…
Modeling relationships among beliefs about scientific knowledge, beliefs about justification for knowing in science, and argumentative reasoning about a climate-related issue
In a sample of 323 engineering students, structural equation modeling was used to test hypothesized relationships between beliefs about the nature of knowledge in science, beliefs about the process of justification for knowing in science, and argumentative reasoning about an ill-structured social-scientific issue. Beliefs about justification for knowing were directly related to argumentative reasoning, with beliefs in justification by school-base…
VR (virtual reality) Educator
The integration of immersive technologies, such as 360-degree virtual reality (VR) in education presents a promising avenue for enhancing teaching and learning. However, educators often face challenges due to limited technical expertise and resource constraints. This study examined the usability and readiness of educators in adopting the 360 VR Educator platform – a tool grounded in Mayer’s (2005) cognitive theory of multimedia learning – which e…
Improving CSCL Performance
Computer-supported collaborative learning (CSCL) has been broadly utilized in the field of education. However, learners often face difficulties in improving CSCL performance, including improved knowledge elaboration, knowledge convergence, and coregulation. Therefore, the present study aims to compare the effects of automated informative feedback and knowledge graph-based suggestive feedback on knowledge elaboration, knowledge convergence, and co…
Psychology (7 works) · Computer Science (6 works) · Mathematics education (5 works) · Educational technology (4 works) · Artificial Intelligence (3 works) · Human–computer interaction (3 works) · Innovative Teaching and Learning Methods (3 works) · Multimedia (3 works) · Argumentative (2 works) · Augmented reality (2 works)