ArticleAdvances in medical education and practice2025
From Passive to Pleasant: Validation and Application of the Learning Enjoyment Scale in Didactic Teaching.
Article in Advances in medical education and practice, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Learning enjoyment significantly influences motivation, enthusiasm, and overall learning experiences. Past studies, lacking an objective tool for measuring enjoyment and facing diverse influencing factors, have yielded conflicting results on the enjoyment levels of instructional methods. Purpose: This study aimed to validate the Learning Enjoyment Scale (LES) as an objective tool for measuring students' enjoyment in teaching sessions, and to apply it in evaluating the enjoyment of first-year students in Physiology lectures. Methods: We developed the Learning Enjoyment Scale (LES) to assess students' enjoyment during learning activities. The scale consists of two sections, each with six items rated on a five-point Likert scale. The first section yields a quantitative value for cross-comparisons between various teaching activities, and its total score is categorized as excellent, acceptable, or low. The second section is employed to evaluate specific factors known to impact the overall enjoyment score. In a cross-sectional study, we applied the LES to 112 first-year medical and dental students immediately following didactic physiology lectures. Results: The LES demonstrated high reliability (0.914), indicating robust internal consistency among its items. Of all participants, 55% achieved an acceptable total LES score, 40% achieved an excellent score, and 5% received a low score. Enjoyment of physiology lectures exhibited a significant correlation with several factors, including teachers' proficiency, difficulty with the topic, active student participation, fulfillment of objectives, a low level of stress during the activity, and self-perception of acquired skills (P < 0.001). Conclusion: This study underscores the reliability of the Learning Enjoyment Scale (LES) as a valuable tool for assessing teaching activities and analyzing associated factors. The LES revealed that the lectures are well received by undergraduate students, emphasizing their enduring significance as a crucial instructional method in higher education.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.