Browsing by Author "Prasadika, Jinendri"

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Analysing the impact of student engagement on learning outcomes in e-learning platforms: a systematic review of literature
(The Library, University of Kelaniya, Sri Lanka, 2023) Wijayanayake, Janaka; Erandika, Lakshani; Prasadika, Jinendri
This paper explores the impact of student engagement on learning outcomes in E-learning platforms. It seeks to provide practical insights for educators and institutions as they navigate the digital education landscape. This systematic literature review adhered to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, utilising its methodology to identify and select the most relevant literature, resulting in the inclusion of 54 papers for review. Also, this analysis identified a notable gap in research related to the relationship between student engagement and learning outcomes in Sri Lanka. Prior studies, mostly conducted in European countries, might not be directly applicable to the Sri Lankan context due to differing infrastructure and unique student behaviours and learning expectations. The distinctiveness in Sri Lanka's infrastructure and students' learning attitudes makes the direct application of these findings from European studies challenging. Additionally, none of the existing studies in this area have utilised the Community of Inquiry (CoI) framework, which is a valuable tool for assessing student engagement in E-learning platforms. Also, as found in the literature, Information Technology (IT) students tend to possess higher technical expertise compared to students from other disciplines. Therefore, when conducting research in the context of Information Technology students, it is not a critical influencing factor to consider. This systematic review aims to bring together the existing literature and identify research gaps for context-specific investigations. By addressing these gaps and incorporating a Sri Lankan perspective, future researchers can further explore this context to make decisions in the field of digital education and contribute to the improvement of E-learning experiences in Sri Lanka.
Analyzing the Impact of Student Engagement on Learning Outcomes in E-learning Platforms: Case on Programming Language Courses
(Institute of Electrical and Electronics Engineers (IEEE), 2024) Lakshani, Erandika; Wijayanayake, Janaka; Prasadika, Jinendri
This study explores how students engage with e-learning platforms and how it relates to their academic success, focusing on programming language learning among Information Technology (IT) undergraduates in Sri Lanka. This study employs the Community of Inquiry (CoI) framework in conjunction with the evaluation of academic pressure to measure student engagement. The research aims to understand the impact of cognitive presence, social presence, and teaching presence on learning outcomes in e-learning, while also examining how infrastructure plays a moderating role. The data were gathered through a structured questionnaire, and the gathered data were analyzed using SmartPLS 4 software. The findings highlight that cognitive presence, social presence, and teaching presence significantly predict better learning outcomes, emphasizing their crucial role in the effectiveness of e-learning in programming language courses. The study doesn't find a strong connection between the academic pressure felt by undergraduates and the learning outcomes. This suggests that success in e-learning is influenced by various factors beyond traditional academic pressures. Additionally, we investigate the moderating effect of infrastructure on these relationships. Unexpectedly, the study reveals that infrastructure doesn't significantly change the connections between cognitive presence, social presence, and teaching presence on learning outcomes. In simpler terms, the technical support provided doesn't seem to alter how these elements impact student success in this context. This study offers valuable insights into the intricate dynamics of student engagement, academic pressure, and infrastructure within the realm of e-learning. These findings hold significance for educators, policymakers, and researchers in the field of education, providing actionable knowledge to enhance support for students navigating e-learning environments.
Drivers of Actual Usage of Building Information Modelling Tools by Civil Engineering Professionals in Construction Industry of Sri Lanka
(Institute of Electrical and Electronics Engineers (IEEE), 2024) Fathima, Fazaal; Jayasinghe, Shan; Prasadika, Jinendri; Wijerathna, Sujith
The construction industry in Sri Lanka is a key driver of the country’s economy, contributing significantly to GDP, employment, and infrastructure development. However, the industry faces challenges due to outdated design methods and antiquated technology, hindering efficient stakeholder communication and collaboration, particularly during crucial stages like design. Cloud-based Building Information Modeling (BIM) emerges as a solution, providing a centralized platform for real-time collaboration. BIM is widely recognized as an industry standard worldwide, but its implementation in Sri Lanka’s construction industry is still in its early stages. This research, guided by the Unified Theory of Acceptance Model and Use of Technology (UTAUT) and Technology Acceptance Model (TAM), explores BIM adoption factors. A systematic literature review was conducted to identify key drivers through a meticulous analysis of 50 studies: Perceived Ease of Use (PEOU), Perceived Usefulness (PU), Social Influence (SI), Facilitating Conditions (FC), and Behavioral Intention (BI). The conceptual framework, based on TAM and UTAUT, was developed. Analyzing data from 131 respondents via PLS-SEM, the study found positive impacts of SI on BI, as well as impacts of BI and FC on Actual Usage (AU). Moreover, the impact of SI, PU, and PEOU on AU was fully mediated by BI. Results of this research underscore BIM’s significance, offering insights for effective adoption in Sri Lanka’s construction projects.