Background: Shifting the educational system from a traditional to an online context during COVID-19 necessitated several considerations to assure students’ satisfaction with e-learning. Aim: This study aims to explore the factors influencing students’ satisfaction with e-learning during the COVID-19 crisis. In particular, it tests multiple mediations, student factors, and system quality between students’ satisfaction and each course evaluation and instructor’s performance. Methodology: In this cross-sectional study, 258 undergraduate and postgraduate students enrolled in online courses at multiple Malaysian universities were recruited using non-probabilistic purposive sampling. Data were collected using a questionnaire that assessed four factors that influenced students’ satisfaction with e-learning during the COVID-19 crisis (i.e., instructor performance, course evaluation, student factors, and system quality) and analyzed using the partial least squares route structural equation modelling (PLS-SEM). Results: The results indicated that the four factors were significantly associated with students’ satisfaction with e-learning during COVID-19. Student factors and system quality were the most factors predicting students’ satisfaction with e-learning. Findings indicate statistically significant relationships between the instructor’s performance, student factors, course evaluation, and system quality on students’ satisfaction. Furthermore, the results depict that both course evaluation and system quality serially mediate the relationship between instructors’ performance and students’ satisfaction. Conclusion: This study finds that improving and enhancing student factors and system quality is critical for students’ satisfaction with e-learning. Furthermore, e-learning platforms should contain new advances of computer-mediated technologies that enable collaboration, which is a critical factor in the success of e-learning systems.

Objectives. This study is aimed at testing and validating the two-factor measurement model of the Millon Clinical Multiaxial Inventory (MCMI). Specifically, this paper reported construct validity, particularly focusing on convergent and discriminant validities of the internalizing-externalizing MCMI model of adult psychopathology using a psychiatric sample from a developing country, the Republic of Yemen. Methods. MCMI was distributed among 232 outpatients from the Hospital of Taiz City and two private psychiatry clinics in Yemen; data were collected using structured interviews over four months. We used exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to explore and confirm the latent structure MCMI and verify the evidence of convergent and discriminant validity. Results. The CFA results indicated that MCMI was a good fit for the internalizing-externalizing two-factor model of adult psychopathology, comparative fit index , and . The results of the CFA provide evidence of convergent and discriminant validity characterized by MCMI with the internalizing-externalizing model. Conclusion. The adult psychopathology of internalizing-externalizing is a valid measurement model of MCMI with ten personality disorders and eight clinical syndromes.

Gamification based assessment practices improve student engagement, making learning more interactive and enjoyable. This study investigates the role of Kahoot-based gamified formative assessment on lower-order thinking skills among primary school students in the context of mathematics learning. Randomized pretest-posttest control group design was utilized in a true experimental design. The population of this study contained 10 schools, with 248 students in the 5th class in District Astore, which had internet access and an IT lab. A simple random sampling technique was applied to select the sample. A pretest and posttest were conducted to gather data on mathematics achievement of thinking skills. The experts validated pretest achievement thinking skills and also ensured K-20 reliability. The core findings of the results described that gamification-based formative assessment plays a significant role in improving LOTs of students toward mathematics. Besides, there was a significant difference between the experimental and control groups' academic achievement regarding knowledge, comprehension and application. Results from a Tukey HSD post hoc test revealed a significant enhancement in thinking abilities from knowledge to comprehension (mean difference = 6.25926, p < .05) and application to knowledge (mean difference = 6.66667, p < .05) levels. However, no significant difference was found between comprehension and application levels (mean difference = .40741, p = .085), indicating comparable effectiveness of the formative assessment at these levels. Gamification-based formative assessment played a significant role in improving academic achievement in terms of lower-order thinking skills and may be beneficial in ensuring a quality teaching environment. Future studies may be conducted on whether gamification-based formative assessment practices effectively improve higher-order cognitive skills of students.

Higher vocational English education places significant emphasis on intercultural understanding. However, there is a notable lack of research on the reliability and validity of blended intercultural awareness teaching methodologies in higher vocational English reading education in Henan, China. This project addresses this gap by building an Intercultural Awareness Experiential Teaching (IAET) model. A pilot study conducted in a higher vocational college in Henan province, China, evaluates the efficacy of the IAET model. Using a model based on the ADDIE (Analyze, Design, Develop, Implement, and Evaluate) instructional design, the findings affirm that the proposed IAET teaching model demonstrates validity and reliability for higher vocational English instruction. The IAET model emerges as a valuable tool, assisting English teachers in enhancing students' competence in English reading, thereby addressing the existing research gap. The IAET model stands as a catalyst, empowering English teachers to enhance students' competence in English reading.

From 2020 to 2023, university students worldwide experienced online distance learning (ODL), during this unique period, the satisfaction of students received extensive research attention. This study conducts a systematic literature review, selecting 68 relevant articles on ODL satisfaction factors from the Web of Science, Science Direct, and ProQuest databases. The study aims to explore research trends, influencing factors, and future agendas related to ODL satisfaction. The findings reveal that: 1). Recent research primarily focuses on Asian countries and developing nations. The most commonly used research method is quantitative, combining surveys with Structural Equation Modeling (SEM). University undergraduates are the most frequent subjects of these studies. 2). In examining influencing factors, it is found that ODL satisfaction research mainly includes five aspects: student factors, teacher factors, course factors, information technology and tools, and macro-environmental factors. Key influencing factors are concentrated on "interaction," "self-efficacy," "engagement," "motivation," "teacher quality," "course content quality," "course assessment," "information technology," and "learning management systems." These terms represent the most frequently studied factors in recent satisfaction research. 3). For future research on ODL satisfaction, researchers can further expand their studies from theoretical, technological, and practical application perspectives.