rewiew prompts

literature yon definition

  • More from M-W
  • To save this word, you'll need to log in. Log In

Definition of literature

Example sentences.

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'literature.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

Middle English, from Anglo-French, from Latin litteratura writing, grammar, learning, from litteratus

15th century, in the meaning defined at sense 4

Phrases Containing literature

Articles Related to literature

woman sitting on floor holding book in front of her face on pink background

Famous Novels, Last Lines

Needless to say, spoiler alert.

alt 5b5f7903e540d

New Adventures in 'Cli-Fi'

Taking the temperature of a literary genre.

alt 5936bc3414c60

Trending: 'Literature' As Bob Dylan...

Trending: 'Literature' As Bob Dylan Sees It

We know how the Nobel Prize committee defines literature, but how does the dictionary?

Dictionary Entries Near literature

literature search

Cite this Entry

“Literature.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/literature. Accessed 24 May. 2023.

Kids Definition

Kids definition of literature, more from merriam-webster on literature.

Nglish: Translation of literature for Spanish Speakers

Britannica English: Translation of literature for Arabic Speakers

Britannica.com: Encyclopedia article about literature

Subscribe to America's largest dictionary and get thousands more definitions and advanced search—ad free!

Play Quordle Game

Can you solve 4 words at once?

Word of the day.

See Definitions and Examples »

Get Word of the Day daily email!

mendacious

You've used more than you might think

words for things you didnt know have names vol 2 approach

When 'thingamajig' and 'thingamabob' just won't do

merriam webster time traveler

Look up any year to find out

semantic bleaching text on white background

How 'literally' can mean 'figuratively'

emily-brewster-with-the-words-effect-affect-on-screen

A simple way to keep them apart. (Most of the time.)

peter-sokolowski-indict-graphic

And who put it there, anyway?

illustrated notebook that says everyday vs every day

A simple trick to keep them separate

collage with pinking shears decanter bustle sculling on a purple background

Test your visual vocabulary!

Take the quiz

swan-with-a-cygnet

Prove you're the best of the nest.

Name That Thing

You know what it looks like… but what is it cal...

winning words from the national spelling bee logo

Can you outdo past winners of the National Spelli...

Origin of literature

Synonym study for literature, other words from literature, words nearby literature, more about literature, what is literature .

Literature is writing that uses artistic expression and form and is considered to have merit or be important.

As an artistic term, literature refers to written works, such as novels, short stories, biographies, memories, essays, and poetry. However, songs, movies, TV shows, video games, and paintings are typically not considered to be literature because the final output is not text.

At the same time, literature is usually thought to only include works of art . Informative works like newspapers, scientific journals, religious texts, press releases, and spreadsheets are generally not considered to be literature .

Yet in scientific study, especially anthropology or history, the word literature is used more broadly to describe everything that a specific society or group has ever written. For example, a researcher may be studying “Persian literature ,” which would include even mundane, non-artistic pieces of writing that was created by a citizen of the Persian empire, such as lists of food supplies.

Why is literature important?

The first records of the word literature come from around 1375. It ultimately comes from the Latin litterātūra , meaning “grammar” or “writing.”

What writings are considered literature is often debated. Average readers and literary experts often disagree on what counts as literature . Literary experts also disagree among themselves what is and isn’t literature . Usually, literature is defined as being “of interest” or having importance, which is obviously a subjective quality. Who gets to decide if a piece of writing is important? In the past, the answer was “people who can read.” In your own life, the literature you have studied has most likely been selected by an English teacher or a literature department at a college.

In everyday life, the word literature is most likely to be used when speaking academically or scholastically. Libraries and stores that sell books are less likely to use this broad, unhelpful term and are more likely to categorize written works using more specific words, like poetry , romance , or young adult fiction .

Did you know … ?

The oldest author whose name we know was Enheduanna, a Sumerian princess and high priestess who wrote poetry dedicated to the gods over 4,000 years ago. Her literature is the oldest written work we know of.

What are real-life examples of literature ?

People have many different opinions on what kinds of literature they like to read.

Who says great literature is dead? pic.twitter.com/m7yeKBkTxh — Stephen King (@StephenKing) April 11, 2018
Reading my twitter feed is still reading so that counts as literature right? — karlie jones (@__karlie__) March 11, 2013

What other words are related to literature ?

Quiz yourself.

Which of the following is NOT considered to be literature ?

A. a nature poem B. a science fiction novel C. a murder mystery television show D. a president’s autobiography

Words related to literature

How to use literature in a sentence.

If you want to understand the flamboyant family of objects that make up our solar system—from puny, sputtering comets to tremendous, ringed planets—you could start by immersing yourself in the technical terms that fill the scientific literature .

Poway Unified anticipates bringing forward two new courses – ethnic studies and ethnic literature – to the school board for review, said Christine Paik, a spokeswoman for the district.

The book she completed after that trip, Coming of Age in Samoa, published in 1928, would be hailed as a classic in the literature on sexuality and adolescence.

He also told Chemistry World he envisages the robots eventually being able to analyze the scientific literature to better guide their experiments.

Research also suggests that reading literature may help increase empathy and understanding of others’ experiences, potentially spurring better real-world behavior.

The research literature , too, asks these questions, and not without reason.

She wanted to know what happened over five years, or even 10, but the scientific literature had little to offer.

The religion shaped all facets of life: art, medicine, literature , and even dynastic politics.

Speaking of the literature you love, the Bloomsbury writers crop up in your collection repeatedly.

Literature in the 14th century, Strohm points out, was an intimate, interactive affair.

All along the highways and by-paths of our literature we encounter much that pertains to this "queen of plants."

There cannot be many persons in the world who keep up with the whole range of musical literature as he does.

In early English literature there was at one time a tendency to ascribe to Solomon various proverbs not in the Bible.

He was deeply versed in Saxon literature and published a work on the antiquity of the English church.

Such unromantic literature as Acts of Parliament had not, it may be supposed, up to this, formed part of my mental pabulum.

British Dictionary definitions for literature

Word origin for literature.

Go to the homepage

Definition of 'literature'

IPA Pronunciation Guide

Video: pronunciation of literature

Youtube video

literature in British English

Literature in american english, examples of 'literature' in a sentence literature, cobuild collocations literature, trends of literature.

View usage for: All Years Last 10 years Last 50 years Last 100 years Last 300 years

In other languages literature

Browse alphabetically literature

Related terms of literature

Quick word challenge

Quiz Review

Score: 0 / 5

literature yon definition

Wordle Helper

literature yon definition

Education and science

10 Definitions of Literature According to Experts, Complete Characteristics and Functions

10 Definitions of Literature According to Experts, Complete Characteristics and Functions  In Indonesian, there are various types of languages ​​contained in it. The language contained in it can give us the readers a positive value or a negative value.

From language we can get to know more about what happens in social life and socializing. State life is also often discussed in language, because language can unite various tribes and cultures.

list of contents

Definition of Literature

1. mursal esten, 3. panuti sudjiman, 4. ahmad badrun, 5. eagleton, 7. aristotle, 8. robert scholes, characteristics of literature, literary function.

In Indonesian there is literature which is a form of language. Literature has many meanings contained in it. To know more about literature, it can be explained as follows:

Understanding literature in general is a form of a very beautiful work either written or spoken. For the understanding of the origin of Literature is an absorption word from the Sanskrit language, namely Literature which means "text containing instructions" or Guidelines , the meaning of 'Sas' which means instructions or in the form of teachings and the meaning of 'tra' which has meaning tool or means . In Indonesian, the word is used to refer to literature or a type of writing that has a certain meaning or has a certain beauty.

Literature is divided into two parts, namely prose and poetry. Prose is a literary work that is not bound. Poetry is a literary work that has ties to certain rules or regulations. Examples of prose literature include novels, stories or short stories, and dramas. Examples of poetry literature include Poetry, Pantun, and also Poetry.

Understanding Literature According to Experts

The definition of literature according to experts varies and among them are different. So the definition of literature according to experts will be explained as follows:

Definition of Literature or Literature is the disclosure of artistic and imaginative facts as a manifestation of human life. (and society) through language as a medium and has a positive effect on human life (humanity).

Definition of Literature. is a form and result of creative art work whose object is humans and their lives use language as the medium.

Understanding Literature as an oral or written work that has various superior characteristics such as originality, artistry, beauty in content, and expression.

Understanding Literature is an artistic activity that uses language and lines of other symbols as a tool, and is imaginative.

In his opinion, fine writing (belle letters) is a work that records the form of language. daily in various ways with language that is condensed, deepened, entangled, lengthened, and reversed, made odd.

Understanding Literature is the result of imitation or description of reality (mimesis). A literary work must be an example of the universe as well as a model of reality. Therefore, the value of literature is getting lower and far from the world of ideas.

In his opinion, namely as other activities through religion, science and philosophy.

Understanding literature and Of course, literature is a word, not a thing.

Explain that literature is a social institution that uses language as a medium. Language itself is a social creation. Literature displays a picture of life, and life itself is a social reality.

He argues that literature is a creative work or fiction that is imaginative or "literature is the use of beautiful and useful language that signifies other things"

To be called a literary work, unique characteristics or things are needed that can define that this is literature. These characteristics are:

10 definitions of literature according to experts

The functions of literary works vary. These literary functions will be explained as follows:

That's the explanation about 10 Definitions of Literature According to Experts, Complete Characteristics and Functions described above. Literature can have a negative impact as well as a negative impact on students

Cambridge Dictionary

Meaning of literature in English

Your browser doesn't support HTML5 audio

literature noun [U] ( WRITING )

Want to learn more?

Improve your vocabulary with English Vocabulary in Use from Cambridge. Learn words you need to communicate with confidence.

literature noun [U] ( SPECIALIST TEXTS )

literature noun [U] ( INFORMATION )

You can also find related words, phrases, and synonyms in the topics:

literature | Intermediate English

Literature | business english, examples of literature, collocations with literature.

These are words often used in combination with literature .

Click on a collocation to see more examples of it.

Translations of literature

Get a quick, free translation!

{{randomImageQuizHook.quizId}}

Word of the Day

brotherhood

(the members of) a particular organization

Stunned and thunderstruck (Words for being surprised or shocked)

Stunned and thunderstruck (Words for being surprised or shocked)

doomerism

Learn more with +Plus

Add literature to one of your lists below, or create a new one.

{{message}}

Something went wrong.

There was a problem sending your report.

Research Method

Home » What is Literature – Definition, Types, Examples

What is Literature – Definition, Types, Examples

Table of Contents

What is Literature

Definition:

Literature refers to written works of imaginative, artistic, or intellectual value, typically characterized by the use of language to convey ideas, emotions, and experiences. It encompasses various forms of written expression, such as novels, poems, plays, essays, short stories, and other literary works.

History of Literature

The history of literature spans thousands of years and includes works from many different cultures and languages. Here is a brief overview of some of the major periods and movements in the history of literature:

Ancient Literature (3000 BCE – 500 CE)

Medieval Literature (500 CE – 1500 CE)

Renaissance Literature (14th – 17th centuries)

Enlightenment Literature (17th – 18th centuries)

Romanticism (late 18th – mid-19th centuries)

Victorian Literature (19th century)

Modernist Literature (late 19th – early 20th centuries)

Postmodern Literature (mid-20th century – present)

Contemporary Literature (late 20th century – present)

Types of Literature

Types of Literature are as follows:

Short story

Graphic novel, electronic literature.

Poetry is a form of literature that uses language to convey emotions or ideas in a concise and often rhythmic manner. Poetry has been around for centuries, with many different cultures creating their own unique styles. While some people may view poetry as difficult to understand, there is often great beauty in its simplicity. Whether you are looking to read poems for enjoyment or to better analyze literary works, understanding the basics of poetry can be very helpful.

Examples of Poetry in Literature

There are countless examples of poetry in literature, ranging from ancient works to contemporary masterpieces. Here are just a few examples:

These are just a few examples of the many works of poetry that exist in literature. Poetry can explore a wide range of themes and emotions, using language and imagery to create powerful and moving works of art.

Prose is a type of written language that typically contains dialogue and narration. In literature, prose is the most common form of writing. Prose can be found in novels, short stories, plays, and essays.

Examples of Prose in Literature

“ The Essays” by Michel de Montaigne (1580) – This collection of prose is a seminal work of the French Renaissance and is credited with popularizing the use of personal reflections in prose literature. Montaigne’s writing style in these works is informal and conversational, and covers a vast range of topics including morality, philosophy, religion, and politics. The prose is notable for its intimacy and personal nature, as Montaigne often uses his own experiences and thoughts to illustrate his ideas.

A novel is a fictional book that is typically longer than 300 pages. It tells a story, usually in chronological order, and has characters and settings that are developed over the course of the story. Novels are often divided into chapters, which help to break up the story and make it easier to read.

Novels are one of the most popular genres of literature, and there are many different types of novels that you can read. Whether you’re looking for a romance novel, a mystery novel, or a historical fiction novel, there’s sure to be a book out there that you’ll love.

Examples of Novels in Literature

A novella is a work of fiction that is shorter than a novel but longer than a short story. The word “novella” comes from the Italian word for “new”, which is fitting because this type of story is often seen as being between the old and the new. In terms of length, a novella typically has about 20,000 to 40,000 words.

While novels are usually about one main plot with several subplots, novellas are usually focused on one central conflict. This conflict is usually resolved by the end of the story. However, because novellas are longer than short stories, there is more room to develop characters and explore themes in depth.

Examples of Novella in Literature

A short story is a work of fiction that typically can be read in one sitting and focuses on a self-contained incident or series of linked incidents.

The short story is one of the oldest forms of literature and has been found in oral cultures as well as in written form. In terms of length, it is much shorter than the novel, typically ranging from 1,000 to 20,000 words.

The short story has often been described as a “perfect form” because it allows for greater compression and variety than either the novel or poem. It also allows writers to experiment with different styles and genres.

Examples of Short Story in Literature

A graphic novel is a book that tells a story through the use of illustrations and text. Graphic novels can be based on true stories, or they can be fictional. They are usually longer than traditional books, and they often have more complex plots.

Graphic novels first gained popularity in the 1970s, when publishers began releasing collections of comics that had been previously published in magazines. Since then, the genre has grown to include original works, as well as adaptations ofexisting stories.

Graphic novels are now widely respected as a form of literature, and they have been adapted into many different mediums, including movies, television shows, and stage plays.

Examples of Graphic Novels in Literature

Electronic literature, also known as e-literature, is a genre of writing that uses electronic media to create works of art. This type of literature often includes elements of interactivity, hypertextuality, and multimedia.

E-literature has its roots in early computer games and interactive fiction. These early works were created using simple text-based programming languages like BASIC and HTML. Today, e-literature has evolved into a complex form of art that incorporates multimedia elements such as audio and video.

Examples of Electronic Literature in Literature

Non-fiction

Non-fiction in literature is defined as prose writings that are based on real events, people, or places. Non-fiction is often divided into categories such as biography, history, and essay.

Examples of Non-fiction in Literature

Drama is a genre of literature that tells a story through the use of dialogue and action. It often has a strong plot and characters who undergo change or development over the course of the story. Drama can be divided into several subgenres, such as tragedy, comedy, and farce.

Examples of Drama in Literature

Also see Literature Review

Examples of Literature

Examples of Literature are as follows:

Purpose of Literature

The purpose of literature is multifaceted and can vary depending on the author, genre, and intended audience. However, some common purposes of literature include:

Entertainment

Literature can provide enjoyment and pleasure to readers through engaging stories, complex characters, and beautiful language.

Literature can teach readers about different cultures, time periods, and perspectives, expanding their knowledge and understanding of the world.

Reflection and introspection

Literature can encourage readers to reflect on their own experiences and beliefs, prompting self-discovery and personal growth.

Social commentary

Literature can serve as a medium for social criticism, addressing issues such as inequality, injustice, and oppression.

Historical and cultural preservation

Literature can document and preserve the history, traditions, and values of different cultures and societies, providing insight into the past.

Aesthetic appreciation:

literature can be appreciated for its beauty and artistic value, inspiring readers with its language, imagery, and symbolism.

The Significance of Literature

Literature holds immense significance in various aspects of human life and society. It serves as a powerful tool for communication, expression, and exploration of ideas. Here are some of the key significances of literature:

Communication and Expression

Literature allows individuals to communicate their thoughts, emotions, and experiences across time and space. Through various literary forms such as novels, poems, plays, and essays, writers can convey their ideas and perspectives to readers, fostering understanding and empathy.

Cultural Reflection

Literature often reflects the values, beliefs, and experiences of a particular culture or society. It provides insights into different historical periods, social structures, and cultural practices, offering a glimpse into the diversity and richness of human experiences.

Knowledge and Education

Literature is a valuable source of knowledge, as it presents ideas, concepts, and information in an engaging and accessible manner. It introduces readers to different subjects, such as history, science, philosophy, psychology, and more, allowing them to expand their understanding and broaden their intellectual horizons.

Emotional and Intellectual Development

Literature has the power to evoke emotions and provoke critical thinking. By immersing oneself in literary works, readers can develop a deeper understanding of complex emotions, empathy for diverse perspectives, and the ability to think critically and analytically.

Preservation of Cultural Heritage

Literature acts as a repository of a society’s cultural heritage. It preserves the history, traditions, myths, and folklore of a particular community, ensuring that future generations can connect with their roots and learn from the experiences of the past.

Social Commentary and Critique

Literature often serves as a platform for social commentary and critique. Writers use their works to shed light on social issues, challenge societal norms, and promote positive change. By addressing controversial topics and presenting alternative viewpoints, literature can spark discussions and inspire activism.

Entertainment and Escapism

Literature offers a means of entertainment and escapism from the realities of everyday life. Engaging narratives, compelling characters, and vivid descriptions transport readers to different worlds, allowing them to experience joy, excitement, and adventure through the pages of a book.

Imagination and Creativity

Literature fuels the human imagination and nurtures creativity. It encourages readers to think beyond the boundaries of their own experiences, envision new possibilities, and explore alternative realities. Literature inspires writers to craft unique stories and ideas, contributing to the expansion of artistic expression.

Personal Growth and Self-Reflection

Reading literature can have a profound impact on personal growth and self-reflection. It provides opportunities for introspection, introspection, and self-discovery, as readers identify with characters, grapple with moral dilemmas, and contemplate the deeper meaning of life and existence.

The Enduring Impact of Literature

Literature has an enduring impact that transcends time and continues to influence individuals and societies long after it is written. Here are some ways in which literature leaves a lasting impression:

Cultural Legacy:

Literary works become part of a society’s cultural legacy. They shape and reflect the values, beliefs, and traditions of a particular era or community. Classic works of literature, such as Shakespeare’s plays or the novels of Jane Austen, continue to be studied, performed, and celebrated, preserving their impact across generations.

Influence on Other Art Forms:

Literature has a profound influence on other art forms, such as film, theater, music, and visual arts. Many famous literary works have been adapted into films or stage productions, reaching new audiences and extending their influence beyond the written word. Artists and musicians often draw inspiration from literary themes, characters, and narratives, further amplifying their impact.

Shaping Worldviews:

Literature has the power to shape and challenge worldviews. Through stories, ideas, and perspectives presented in literary works, readers are exposed to different cultures, experiences, and ideologies. This exposure fosters empathy, broadens perspectives, and encourages critical thinking, ultimately influencing how individuals perceive and understand the world around them.

Inspirational Source:

Literature serves as an inspirational source for individuals in various fields. Writers, artists, scientists, and thinkers often draw inspiration from the works of literary giants who have explored the depths of human emotions, grappled with existential questions, or challenged societal norms. Literature provides a wellspring of ideas and creativity that continues to fuel innovation and intellectual discourse.

Social and Political Change:

Literature has played a significant role in driving social and political change throughout history. Many literary works have addressed pressing social issues, advocated for human rights, and challenged oppressive systems. By shedding light on societal injustices and encouraging readers to question the status quo, literature has been instrumental in inspiring activism and fostering social progress.

Universal Themes and Human Experience:

Literature explores universal themes and the complexities of the human experience. Whether it’s love, loss, identity, or the pursuit of meaning, these themes resonate with readers across time and cultures. Literary works offer insights into the depths of human emotions, dilemmas, and aspirations, creating a shared understanding and connecting individuals across generations.

Intellectual and Personal Development:

Reading literature stimulates intellectual growth and personal development. It encourages critical thinking, analytical skills, and the ability to empathize with diverse perspectives. Literary works challenge readers to reflect on their own lives, values, and beliefs, promoting self-discovery and personal growth.

Enduring Literary Characters:

Iconic literary characters have a lasting impact on popular culture and the collective imagination. Characters like Sherlock Holmes, Hamlet, or Elizabeth Bennet have become archetypes, influencing the portrayal of similar characters in other works and becoming a part of our cultural lexicon.

Preservation of History and Memory:

Literature plays a crucial role in preserving historical events, experiences, and cultural memories. Historical novels, memoirs, and eyewitness accounts provide valuable insights into past eras, allowing future generations to learn from and connect with the past.

About the author

' src=

Muhammad Hassan

Researcher, Academic Writer, Web developer

You may also like

Ethos Pathos Logos

Ethos Pathos Logos – Definition, Meanings and...

Future Studies

Future Studies – Types, Approaches and Methods

Implications

Implications – Definition, Types, and...

Term Paper

Term Paper – Format, Examples and Writing Guide

Position Paper

Position Paper – Example, Format and Writing...

Scholarly Paper

Scholarly Paper – Format, Example and Writing...

Copyright © 2023 Oxford University Press. All rights reserved. |

You could not login for the following reasons:

Subscriber account

Library account, sign in via your institution.

Definition of literature noun from the Oxford Advanced Learner's Dictionary

Join our community to access the latest language learning and assessment tips from Oxford University Press!

Other results

Nearby words.

Measurement of student engagement in health professions education: a review of literature

BMC Medical Education volume  23 , Article number:  354 ( 2023 ) Cite this article

80 Accesses

1 Altmetric

Metrics details

Student engagement is a complex multidimensional construct that has attained great interest in health professions education (HPE). Definition and conceptualization of student engagement is an important step that should drive the development of the instruments for its measurement. We have recently proposed a comprehensive framework for student engagement in HPE with a definition of engagement as student investment of time and energy in academic and non-academic experiences that include learning, teaching, research, governance, and community activities. The dimensions of student engagement in this framework included the cognitive, affective, behavioral, agentic, and socio-cultural. Guided by the student engagement framework, this non-systematic review aims to identify, critically appraise, and summarize the existing methods for measuring student engagement in HPE. Extrapolating from higher education literature, we attempted to link the theoretical perspectives of student engagement with the published methods of its measurement in HPE context. In addition, we have described the different methods of measuring student engagement including self-report surveys, real time measures, direct observation, interviews/focus groups, and the use of multiple instruments. The span of engagement dimensions measured by self-report surveys ranges from one to five dimensions. However, measurement of agentic and sociocultural dimensions of engagement in HPE is still limited and further research is required. We have also reflected on the existing methods of measuring engagement of students as active partners in HPE. The review also describes the advantages, limitations, and psychometric properties of each method for measuring student engagement. We ended the review with a guiding conclusion on how to develop and select an instrument for measuring student engagement in HPE. Finally, we addressed the gaps in the literature about measuring engagement of HPE students and future research plans.

Peer Review reports

The research agenda on student engagement in education has witnessed a progressive rise during the past three decades. The main drive for this rise is the significance of student engagement as a predictor of academic success, well-being, satisfaction, increased retention, decreased burnout, and enhanced self-directed learning [ 1 ]. Furthermore, engagement of students in learning enhances teacher motivation [ 2 ]. Accordingly, engagement of students has been used as an indicator for the quality of medical programs [ 3 ] and a measure of institutional excellence in medical education [ 4 ]. We have also recently reviewed the different aspects related to this important construct and its implications on health professions education [ 1 , 5 ]. Despite the presence of several instruments in the literature for measuring engagement of HPE students, there are no currently existing comprehensive reviews that describe these methods. There are also no guiding principles on how to develop and select an instrument for measuring student engagement in HPE.

Definition of student engagement

Previous literature in higher education has included several definitions of student engagement according to the underlying theoretical perspectives. The prevailing three theoretical underpinnings that explain student engagement include the psychological, behavioral, and psychosocial perspectives [ 1 , 6 ]. The psychological perspective considers engagement as an internal psychological state of students. According to this perspective, student engagement is defined as the students’ psychological state of activity that makes them feel activated, exert effort, and be absorbed during learning activities and students’ state of connection with the school community [ 7 ]. The behavioral perspective explains engagement as both the student behavior and the institutional factors that drive the student engagement. Accordingly, student engagement from this perspective is defined as the time and effort students dedicate to educationally purposeful activities and the practices that institutions apply to motivate students to participate in these activities [ 8 ]. The sociocultural perspective addresses the role of social, cultural, and political factors in student engagement. Accordingly, sociocultural engagement is defined as the student ability of expanding viewpoints and providing awareness of, and appreciation for, others from diverse social and cultural backgrounds [ 9 ].

Student engagement is multidimensional and multi-level

The multidimensional nature of student engagement as a construct poses a practical difficulty to its measurement. Student engagement is conceptualized into behavioral, cognitive, emotional, agentic, and sociocultural dimensions that are measured by relevant indicators. Behavioral engagement can be measured by indicators such as student attendance, participation in curricular or extracurricular activities, effort, and ability to persevere in academic pursuits despite challenges. Indicators of emotional engagement include the emotions students experience towards their learning, peers, faculty, and school. These emotions include happiness, enthusiasm, pride, enjoyment, and feeling of bonding. Cognitive engagement includes absorption in learning, metacognition, perceived value of academic tasks and use of high-order cognitive skills. Agentic engagement indicates the student power to influence to their education, their future lives, and their social environment [ 10 ]. Indicators of agentic engagement inside the classroom include the active contribution of students to their learning process [ 11 ]. Agentic engagement outside the classroom can be measured by the student involvement in teaching of their peers, active participation in school governance, and involvement in community activities. Sociocultural engagement refers to the extent of students’ awareness of, and appreciation for, the diverse perspectives and experiences represented in their learning community. Indicators of sociocultural engagement include appreciation for different cultural backgrounds, willingness to engage in cross-cultural dialogue, and accepting to learn from others from different perspectives [ 9 ].

Student engagement can be molded according to the changes in the surrounding environment. These changes will have direct implications on the methods used for its measurement. For example, student engagement varies according to the type of learning activity (e.g., large classroom, small group learning, self-learning). Similarly, engagement of students differs according to the time scale, which can range from an engagement in a short learning activity to engagement along the duration of a course or a program.

Spheres of student engagement

The spheres of students’ engagement include either engagement in their own learning or engagement as partners in education. The areas of engagement as partners include provision of education, scholarly research, governance, and community activities [ 4 ]. Accordingly, student engagement has been defined as academic experiences of students in learning, teaching, and research, at the cognitive, behavioral, and emotional levels through interactions with peers, faculty, and college community [ 12 ]. We have recently provided a comprehensive definition of student engagement in HPE as the student investment of time and energy in academic and non-academic experiences that include learning, teaching, research, governance, and community activities. Students are involved in these aspects at the cognitive, affective, behavioral, agentic, and socio-cultural dimensions [ 1 ].

Student engagement in technology-enhanced learning (TEL) environments

Technology-enhanced learning (TEL) environments are essentially conducted online and offer both opportunities and challenges for student engagement. These environments offer more flexibility and autonomy for students to customize their learning experience according to the most suitable time, method, and place. However, TEL requires students to possess the technology literacy that allows them to navigate online platforms, manage multimedia resources, and manage digital information. Furthermore, students require adaptation to different methods of communication and social skills compared with face-to-face settings to get engaged in online learning activities. Therefore, methods of measuring student engagement in face-to-face learning environments may not be suitable for use in online environments. For example, direct observation is suitable for measuring behavioral engagement of students through direct interactions in face-to-face classrooms. However, measuring behavioral engagement of students in an online environment may need to rely on other measures such as self-report surveys, data analytics and log files.

This review aims to provide an overview of the methods of measuring student engagement in HPE. We linked each method with the underpinning theoretical perspectives, and described the measured engagement dimensions, advantages and limitations, and the psychometric properties of each method. In addition, we addressed the current gaps in the literature about measuring student engagement in HPE and directions for future research.

Methodology

This manuscript represents a non-systematic literature review employing an explicit search strategy to reduce the biases in selection of included articles. The review included articles published in English with the focus of research on conceptualization and measurement of student engagement, and the main subjects are HPE students. We conducted literature search using the following databases: MEDLINE, PubMed, ProQuest, SCOPUS, Education Resources Information Centre (ERIC), Science Direct, and EBESCO. We searched for peer-reviewed research articles in the databases by title and abstract using key terms such as student engagement, engagement, learner engagement, students as partners, and partnership. We combined the previous terms with other words such as health professions, medical, dentistry, pharmacy, nursing, allied health professions, clinical psychology, physical therapy, nutrition, and occupational therapy. In addition, we selected relevant articles from the references list of identified key publications in student engagement. The literature search was limited to articles between 1990 and November 2022. Searching the databases yielded 3019 articles, while an additional 617 articles were identified through searching the listed references and hand-searching of HPE journals. Following deduplication and excluding irrelevant articles through screening of titles and abstracts, 144 articles were selected. Individual screening of full text articles by the two authors (SK and WE) led to the selection of 71 articles to be included in the review with a date of publication ranging from 2003 to 2022. Although the main emphasis of the review is on studies relevant to HPE context, authors agreed to include additional relevant articles ( n  = 19) related to non-HPE contexts. Articles that used self-reports with only one statement for measuring student engagement were excluded from the review. We used EndNote (version 7, Clarivate Analytics, Philadelphia, United States) as the reference manager software for the bibliography of the identified articles.

Methods of measuring student engagement in HPE

The outcome of the literature search resulted in different measures of student engagement in HPE. The common methods of measuring student engagement are self-report surveys, real-time measures, direct observation, interviews, or a combination of more than one method (Fig.  1 ).

figure 1

Frequency of the methods for measuring student engagement in health professions education

Self-report surveys

Self-report surveys are the most used methods for measuring student engagement in HPE, representing approximately two thirds of the reported methods. These surveys are easy to administer, cheap, and can sample many students in a brief period. Furthermore, self-reports can measure unobservable aspects of engagement such as cognitive and emotional dimensions [ 13 ]. The number of dimensions measured by the self-reports varies from one to five dimensions. However, the problem with self-reports is the inability to measure the dynamic nature of student engagement in certain learning situations. One attempt to overcome this shortcoming is the experience sampling using short questionnaires that are distributed several times during a learning activity [ 14 ]. Most surveys are not able to capture the complex nature of the student engagement construct. Even some of the questionnaires that cover the multiple dimensions of engagement lack the alignment between conceptualization and the method of measurement. Below is a detailed description of the common self-report measures in HPE literature and a summary of these instruments in provided in Table 1 .

Self-reports measuring one engagement dimension

Situational cognitive engagement questionnaire

This questionnaire measures cognitive engagement defined as a psychological state in which students exert a significant amount of effort to understand the topic at hand and in which they persist studying over a prolonged period [ 15 ]. Items are scored on a 5-point Likert scale, ranging from 1 (not true at all) to 5 (very true for me). The validity of the questionnaire has been tested in a large sample of applied science students with model fit statistics supporting the model [ 15 ]. Furthermore, coefficient H was 0.93 and 0.88 when evaluated on students in applied sciences and medicine [ 14 , 15 ], respectively. Because of the short nature of this questionnaire, it allows multiple measurements of cognitive engagement in response to contextual changes. However, the limited scope of this questionnaire to the cognitive dimension does not allow measurement of other relevant engagement dimensions during collaborative learning in PBL tutorials such as emotional, behavioral, and social dimensions. Another limitation of the questionnaire is the use of behavioral engagement indicators such as effort and persistence as measures of cognitive engagement.

Learners' engagement and motivation questionnaire

This questionnaire has been used for measuring cognitive engagement of health professions education students in multimedia learning [ 16 ]. The questionnaire is based on conceptualizing student engagement as a state of flow (absorption, full concentration, intense enjoyment, and distortion of time awareness). The instrument consists of six items measured on a 7-point Likert scale where 1= not at all true of me to 7=very true of me. Cognitive engagement is conceptualized into three subconstructs: 1) Attention focus (2 items), 2) Intrinsic interest (2 items), and 3) Curiosity (2 items). Although the instrument is declared for measuring cognitive engagement, indicators were a mix of behavioral (attention) and emotional (interest and curiosity) engagement. However, the scale has been pre-validated for internal structure and exploratory factor analysis demonstrated a unidimensional factor structure. Internal consistency reliability using Cronbach alpha was 0.93 to 0.95.

Self-reports measuring two engagement dimensions

Classroom engagement survey (CES)

The CES was initially designed in general education settings and imported for use in nursing education [ 33 ]. The CES consists of 8 items designed to measure behavioral and emotional engagement of students [ 33 ]. Behavioral engagement is measured by student participation in the classroom (five items) and emotional engagement measures their enjoyment (three items) . Another version of the CES consists of 8 items representing the behavioral (3 items), emotional (3 items), and cognitive (2 items) dimensions [ 34 , 35 ]. However, a major limitation of this version is the lack of validity support for the multidimensionality of the construct. In addition, two items are measuring behavioral and cognitive engagement at the group level rather than individual students. Items are scored on a five-point Likert scale (1, strongly disagree; 2, disagree; 3, neither agree nor disagree; 4, agree; 5, strongly agree). The summed scores range from 5 to 40. A higher score indicates greater engagement of students with a score of 24 considered as a neutral score. The use of CES in HPE demonstrated an internal consistency reliability of the questionnaire ranged from Cronbach’s alpha coefficient range from 0.83 [ 34 ] to 0.88 [ 33 , 35 ].

User Experience Questionnaire (UEQ)

The long version of the UEQ (68 items) has been developed and validated for measuring the experience in immersive virtual environments using participants mainly from information and communication technology or computer sciences [ 49 ]. The shorter version of the questionnaire has been adapted for use for measuring engagement of medical students during the use of 360 O videos in Anatomy education [ 18 ]. This version consists of 8 items that measure student engagement as a state of flow characterized by immersion (2 items), enjoyment (2 items), loss of time awareness (2 items), and overall involvement (2 items). Students are asked to score their degree of agreement with each statement on a scale of 0–100, and the average score represents the degree of student engagement. The main limitation of the UEQ is the lack of evidence for the construct validity either for its internal structure using factor analysis or criterion-related evidence by testing relationships to other variables.

User Engagement Scale-20 (UES-20)

The UES-20 has been developed for measuring engagement of commercial users with the learning resources to which they are exposed in online environments [ 50 ]. The scale was then imported for measuring engagement of medical students during their e-learning for diagnostic imaging using adaptive tutorials [ 17 ]. Adaptive tutorials are intelligent online tutoring systems, which provide a personalized learning experience of students through immediate feedback that is modified according to individual student responses [ 17 ]. The instrument measures the cognitive and emotional dimensions of engagement with e-learning resources. The scale consists of 20 items scored on a 5-point Likert scale (1 = strongly disagree and 5 = strongly agree) clustered under four subscales. The subscales include focused attention (ability to concentrate and absorb information), perceived usability (affective and cognitive responses to the resource), novelty and involvement (level of triggered interest, feeling of immersion and having fun), and aesthetic appeal (impression made by the visual appearance of the user interface). Factor analysis demonstrated a four-factor structure, which supports the multidimensionality of the questionnaire [ 50 ] [ 17 ].

Self-reports measuring three engagement dimensions

Utrecht Work Engagement Scale (UWES)

This scale is one of the most used self-reports in HPE and has an established theoretical basis on the psychological perspective of engagement and the schoolwork engagement model. According to this model, engagement is conceptualized as a positive state of study-related fulfillment characterized by vigor (emotional), dedication (cognitive), and absorption (behavioral) [ 51 ]. Different versions of the scale have been used in the HPE literature with larger versions consisting of 17 items [ 19 , 20 ], 15 items [ 21 , 22 ], and 14 items [ 23 , 24 , 25 ]. Shorter versions that consist of 9 items [ 26 , 27 , 28 ] and even 3 items [ 29 ] are also used. For each of the items, students are asked to identify their level of engagement using a seven-point Likert scale (1 = never to 7 = always). The sum scores of items are divided by the number of items in the scale to represent total engagement score. The different versions of the scale have demonstrated good psychometric properties in various contexts as evidenced by good to excellent internal consistency reliability and factor analysis findings that support the theoretical model [ 19 , 23 , 25 ]. Other sources of validity evidence for the questionnaire are the negative correlations between student engagement scores using UWES and perceived stress [ 21 , 25 ] and burnout [ 21 , 24 , 28 ]. In addition, there is significant positive association between perceived satisfaction of basic psychological needs (autonomy, competence, and relatedness) and student engagement [ 28 ]. Furthermore, student engagement is promoted by students’ academic self-efficacy beliefs, students’ active self-care, and resilience [ 27 ].

University Student Engagement Inventory (USEI)

The earlier version of the USEI was originally developed in Portuguese to measure student engagement [ 52 ]. This version is composed of 32 items distributed in three dimensions covering behavioral (11 items), emotional (10 items), and cognitive (11 items) engagement. However, a reduced version that consists of 15 items has demonstrated better psychometric properties [ 30 ]. The short version has been used for measuring engagement of medical [ 31 ], dental [ 30 ], and pharmacy [ 32 ] students. Questionnaire items are distributed in a three-factor structure covering the three dimensions of engagement: behavioral (5 items), emotional (5 items), and cognitive (5 items). Items are assessed on a 5-point scale ranging from 1 (never) to 5 (always). An evidence of construct validity of the scores from the reduced version has been demonstrated by confirmatory factor analysis, which supported the three-factor model with significant correlations between the subscales [ 30 , 31 ]. In addition, emotional and behavioral engagement scores correlated negatively with perceived burnout [ 32 ]. The questionnaire has also demonstrated an acceptable reliability (≥ 0.7) using composite reliability (CR) and Cronbach’s alpha [ 30 ].

Technology-enhanced Learning (TEL) engagement scale

This scale intends to measure the engagement of students in TEL resources, with an example of its application in Anatomy education [ 36 ]. The instrument consists of 19 items scored on a five-point Likert scale (1 = strongly disagree and 5 = strongly agree). Exploratory factor analysis yielded a three-factor structure as follows: satisfaction (8 items), goal setting and planning (7 items), and physical interaction (4 items). These emerging factors generally conform with emotional, cognitive, and behavioral dimensions of engagement, respectively. In addition, there are significant correlations between the three engagement dimensions. TEL engagement score is calculated by summing the responses from each item with the minimum score of 19 and a maximum score of 95. The reported internal consistency reliability of the scale was 0.86 with acceptable reliability of each of the three engagement dimensions. Although the scale has proved evidence of validity in Anatomy learning resources, the outcome of its application in other HPE subjects is unclear.

Self-reports measuring four engagement dimensions

Online Student Engagement Scale (OSE)

This scale attempts to measure the behavior, thoughts, and feelings of students in online learning. The initial version of the scale has been adapted from the Student Course Engagement Questionnaire (SCEQ) for use in online communication engineering courses [ 37 ]. The questionnaire was then imported for use in nursing education [ 37 , 38 , 39 ]. It comprised 19 items divided into four factors: 1) skills engagement (cognitive), 2) emotional engagement, 3) participation engagement (behavioral), and 4) performance engagement [ 38 , 40 ]. The items are scored on a 5-point Likert scale using the following response categories: very characteristic of me (5), characteristic of me (4), moderately characteristic of me (3), not really characteristic of me (2) or not at all characteristic of me (1). The total engagement score represents the sum for the four engagement dimensions with ninety-five considered as the maximum score. The scale demonstrates high internal consistency reliability with a Cronbach alpha ranging from 0.91 [ 37 , 38 ] to 0.95 [ 39 ]. In addition, factor analysis yielded a four-factor structure including skills, emotional, participation, and performance [ 37 ]. The main disadvantage of this questionnaire is mixing between the dimensions and outcomes of engagement (performance engagement).

College students’ learning engagement scale in cyberspace

This scale has been used for measuring learning engagement in online courses for Chinese nursing students [ 41 ]. Authors conceptualized online engagement into four dimensions: behavioral, emotional, cognitive, and interactive engagement. The scale consists of 19 items rated on a 5-points Likert scale ranging from 1 (completely inconsistent) to 5 (completely consistent), with a total score of 19 to 95. A higher total score indicated higher online learning engagement. Confirmatory Factor Analysis (CFA) showed that the structure of this scale was stable and the Cronbach's Alpha coefficient was 0.972.

Self-reports measuring student engagement as partners

Educational student engagement scale

This questionnaire measures the engagement of medical students as active partners in the provision of education [ 48 ]. The questionnaire consists of six items designed to be in line with the ASPIRE criteria for institutional excellence in student engagement [ 4 , 53 ]. The items cover mainly the agentic engagement dimension and include student role in curriculum evaluation, peer teaching, self- and peer assessment, and the role of their feedback on curriculum development. Students are asked to indicate their level of agreement on each item based on a five-point Likert scale where 1= strongly disagree and 5 = strongly agree. The average score of the six items represents the mean level of student engagement. The internal consistency reliability of the questionnaire is 0.88. The questionnaire has also demonstrated evidence of predictive validity by the positive relationships between student engagement scores and student learning outcomes. However, the scope of the questionnaire is limited to measuring engagement in provision of education and does not measure the other aspects of student engagement as partners such as engagement in governance, scholarly research, and community activities.

Measures of institutional level of student engagement

National Survey of Student Engagement (NSSE)

The NSSE originated in the early 20 th century as a tool for measuring student engagement at the institutional level to improve the undergraduate experiences of students, document effective institutional practices, and benchmark between higher education institutions [ 8 ]. This self-report survey measures student engagement on an annual basis and is designed based on the behavioral perspective of student engagement. The instrument consists of approximately 80 items with 10 indicators representing five themes of student engagement in addition to 6 high impact practices. The themes include academic challenge (4 indicators), learning with peers (2 indicators), experiences with faculty (2 indicators), and campus environment (2 indicators). The academic challenge theme covers higher-order learning, reflective & integrative learning, learning strategies, and quantitative reasoning. Learning with peers includes collaborative learning and discussions with diverse others. Experience with faculty includes student-faculty interaction and effective teaching practices. Campus environment includes quality of interactions and supportive environment. High impact practices include service-learning, learning community, research with faculty, internship or field experience, study abroad, and culminating senior experience. In the HPE research context, NSSE has been used for measuring engagement of nursing students [ 42 , 43 ]. The main limitation of the NSSE is mixing between indicators, drivers, and outcomes of engagement. One of the surveys developed by items borrowed from NSSE is the Survey of Student Engagement (SSE) instrument. The SSE instrument has been validated [ 44 ] and used for measuring engagement of medical students [ 45 , 46 , 47 ]. The instrument consists of 14 items grouped under three categories: 1) collaborative learning (4 items), 2) cognitive development (five items), and 3) personal skills (4 items). Items are scored on a 4-point Likert scale ranging from 1 = Never to 4 = very often, and the total engagement score is the sum of the scores in the three dimensions.

Classroom Survey of Student Engagement (CLASSE)

CLASSE is an adapted version of NSSE to measure engagement of students at the classroom level [ 54 ]. The purpose is to provide feedback to institutions on how to enhance instructional practices for better engagement of students. The CLASSE questionnaire consists of 39 items [ 55 ] with a shorter version of 19 items [ 56 ]. Each is assessed on a 4-point Likert scale (0 = never, 1= one time, 2= three to five times, and 3= more than five times) and then multiplied by 33.3 to produce a score ranging from 0 (lowest) to 100 (highest). The questionnaire consists of three dimensions: 1) active and collaborative learning, 2) student –faculty interaction, and 3) level of academic challenge. The questionnaire demonstrated good internal consistency reliability in HPE settings with a Cronbach’s alpha = 0.89 for the 39-item version [ 55 ].

Direct observation

Direct observation can measure the engagement of individual students or the whole classroom during a learning activity. The observable indicators for student engagement are mainly focused on the behavioral dimension such as attention, asking questions, and participating in classroom activities. Observation measures can provide real-time changes in student engagement and describe rich information about the contextual factors affecting engagement. However, they are time-consuming, require training of observers, and limited to measuring the behavioral dimension of engagement. In addition, direct observation mostly includes a small number of students, which limits the generalizability of these measures. In the HPE literature, there are two reported direct observation methods, which are STROBE and In-class engagement measure (IEM).

The name of the STROBE instrument refers to the strobe light that intermittently captures events at regular intervals. The instrument consists of 5-minute observational cycles repeated during the classroom activities. During each cycle, the trained observer records the behavior of the teacher and four students, and the process is repeated. Categories of student behaviors on the STROBE include: 1) Learner-to-learner engagement, such as speaking, listening, or both, 2) Learner-to-instructor engagement, such as speaking, listening, or both, and 3) Self-engagement: Learner reading, writing, or otherwise not visibly interacting with other learners or instructor. The observers also write free comments at the end of each 5-minute observation cycle. The reliability of the instrument measured by inter-observer agreement of observers who simultaneously scored the engagement of students was good to excellent [ 57 ]. In addition, validity-evidence was confirmed by the findings that student-student and student-instructor engagement were greater in PBL compared with traditional lectures [ 57 , 58 ], and that engagement scores using STROBE correlated with student self-report of engagement [ 57 ].

In-class engagement measure (IEM)

The instrument is a revised form of STROBE to determine the level of engagement of students and teachers in the classroom settings on direct observation. Each observation cycle includes recording the behaviors of an instructor and four randomly selected students as snapshots for 5-min cycles [ 59 , 60 ]. Each 5-min cycle consists of four 20-sec observations of individual learners. The observer scores student behavior on a scale 1 to 5 where 1 to 2 is non-participating personal without any communication and 3 to 5 is gradually increasing levels of participation and communication with the instructor and peers. The instrument demonstrated content-related validity evidence by review from education experts and criterion-related evidence of validity by the significantly higher engagement scores in active learning compared with traditional classes. In addition, the reliability of the instrument was proved by excellent inter-observer agreement in scores.

Real-time measures

Student engagement is a dynamic construct that responds to changes in the educational context. Therefore, several real-time measures have been developed to measure moment-to-moment changes in student engagement as it unfolds especially at the level of an educational activity. Examples of real-time measures applied for measuring student engagement in HPE are log files, physiological measures, and eye tracking. Log files are computer-generated data files that record system-related information including the internet usage patterns and activities. Log files can capture several indicators of behavioral engagement of students in technology-enhanced learning environments [ 61 , 62 , 63 , 64 , 65 , 66 , 67 , 68 , 69 ]. For example, a computer-generated engagement metric used multiple indicators to measure engagement of medical students with virtual patients such as time on page, MCQ answer accuracy, use of a clinical reasoning tool, and scores of students' written summary statements based on the VP encounter [ 69 ]. In addition, log files and physiological measures can automatically capture indicators of cognitive and emotional engagement (Table 2 ).

For example, heart rate changes are used for measuring cognitive engagement of medical students in different types of class activities [ 70 ]. Eye-tracking is another indicator of engagement with the assumption that fixating the eyes on text or images for longer period indicate that students are cognitively engaged with the subject [ 71 ]. For example, eye-tracking has been used for measuring engagement of medical students with moulage simulations [ 72 ]. Real-time measures have the advantage of collecting large amounts of information in a short period. The collected data from real-time measures are usually precise because they are not subject to human errors or bias. However, analyzing this large volume of data could be challenging. In addition, these measures could be expensive and difficult to use in real educational environments [ 73 ].

Interviews and focus groups

Interviews and focus groups have the advantage of collecting in-depth information about student engagement. The collected information is usually deep and rich as students have the chance to explain how their engagement unfolds in a learning environment. By discussing with HPE students, they can explain the contextual factors that trigger or inhibit their engagement [ 74 , 75 , 76 , 77 , 78 , 79 , 80 ]. Students can also explain the types and characteristics of their engagement [ 81 ] and how they get engaged in learning activities [ 79 ]. Despite these advantages, collecting and analyzing qualitative data from interviews and focus groups are time-consuming and require training of interviewers [ 13 ]. In addition, the small sample of students and interviewer biases could limit the generalizability of conclusions about student engagement.

e) Multiple methods

The comprehensive nature of the engagement construct made it almost impossible to measure all its components using a single instrument. To address this problem, several studies have used mixed quantitative and qualitative methods to triangulate the evidence about student engagement [ 72 , 82 , 83 , 84 , 85 , 86 , 87 ]. Studies have also used multiple quantitative measures to capture more dimensions of this complex construct [ 88 ]. Another purpose of using multiple methods is to identify the contextual factors that drive/inhibit student engagement as well as the outcomes of engagement. For example, a study used self-report surveys, real-time measures, and interviews for measuring engagement of medical students in Anatomy and Histology by using digital games [ 82 ]. In this study, measures were not only focused on indicators related to the engagement construct, but also on antecedents and outcomes of engagement [ 82 ]. Another study used direct observation, work sample analysis, teacher rating, and student self-report to investigate the role of virtual patient simulations (VPS) in fostering student engagement [ 83 ]. The methods used were a mix between measuring flow (a state of engagement) and antecedents of engagement such as motivation, interest, and relevance [ 83 ]. Another study used both log files and focus group discussion to examine how visual learning analytics tools such as learning dashboards can support medical students’ cognitive engagement in the classroom [ 85 ]. The log files were used for measuring cognitive engagement while the focus group discussion explored the perceptions of students about their cognitive engagement [ 85 ]. Furthermore, a study used Immersion Score Rating Instrument (ISRI), engagement self-report, eye-tracking, and stimulated recall interviews to explore how the moulage authenticity impacts on student engagement [ 72 ]. Although multiple methods can capture different aspects of engagement, the real challenge is how to reconcile the inconsistency in the findings from different methods and combine these findings to achieve a more comprehensive image of student engagement.

Conclusions and future directions

The measurement of student engagement in HPE has been a challenge despite the progressive interest of studying the construct for more than two decades. We conclude this review by highlighting important points to consider before developing and selecting instruments for measuring student engagement in HPE as shown in Table 3 .

First , conceptualizing and defining student engagement is an important step in its operationalization and developing the appropriate methods of measurement. Furthermore, aligning the methods of measuring engagement with the underlying theoretical perspectives would streamline the comparison of findings across student engagement studies. Most of the available methods focus on measuring the psychological perspective of student engagement, while the behavioral perspective is limited to measuring student engagement at the institutional level. However, methods of measuring engagement from the socio-cultural theoretical perspective in the HPE literature are still in infancy. This is particularly relevant to the sphere of student engagement as partners in HPE education where theories such as Community of Practice (CoP) and Positioning theory are applicable [ 1 ].

Second , an important consideration during the design or selection of an instrument for measuring student engagement is identifying the dimensions of engagement that can be measured. Several instruments are available in the HPE literature for measuring behavioral, cognitive, and emotional engagement of students. However, the instruments designed to measure the agentic and socio-cultural dimensions of student engagement in HPE are limited and should be the target for future research.

Third , a plethora of publications in HPE address the measurement of student engagement in the sphere of own learning while measuring engagement of students as partners has been limited. Furthermore, most of the existing instruments in HPE literature about measuring student engagement as partners are not focusing on the engagement construct. Instead, the instruments used in these studies are measuring the drivers [ 78 , 80 , 89 ] and outcomes [ 84 , 90 ] of student engagement. While the existing literature has provided valuable insights into the topic of student engagement as partners, further research is required to explore its practical applications and potential impact in HPE settings.

Fourth , student engagement has been conceptualized as a multi-level construct with variable time scales. Therefore, the granularity of measured engagement (learning activity, course, school, university) should be clearly identified at the outset of the study [ 7 ]. This issue has important implications on the appropriate method for each engagement level. For example, student engagement in a short learning activity can better be measured by direct observation or real-time measures. On the other hand, student engagement at the macro-level of the program can be measured by self-report surveys or interviews.

Finally , it is important to note that disengagement is not at the opposite end of the engagement spectrum. Engagement and disengagement are conceptually considered as distinct constructs with different outcomes. Accordingly, engagement and disengagement dimensions are distinct and require different structures of the instruments used for their measurement. Specifically, there is a lack of research on the measurement of student disengagement in HPE, highlighting the need for more studies to explore the different aspects related to this construct.

Availability of data and materials

Not applicable.

Abbreviations

Classroom engagement survey

Classroom Survey of Student Engagement

Community of Practice

Health professions education

In-class engagement measure

National Survey of Student Engagement

Online Student Engagement Scale

Technology-enhanced Learning

User Experience Questionnaire

User Engagement Scale-20

University Student Engagement Inventory

Utrecht Work Engagement Scale

Kassab SE, Taylor D, Hamdy H. Student engagement in health professions education: AMEE Guide No. 152. Med Teach. 2022;1–17.

Frenzel AC, Goetz T, Lüdtke O, Pekrun R, Sutton RE. Emotional transmission in the classroom: exploring the relationship between teacher and student enjoyment. J Educ Psychol. 2009;101(3):705–16.

Article   Google Scholar  

WFME. Basic Medical Education, WFME Global Standards for Quality Improvement. 2020 Available from: https://wfme.org/download/bme-standards-2020/http-wfme-org-wp-content-uploads-2017-05-wfme-bme-standards-2020-pdf/ .

Harden RM, Roberts TE. ASPIRE: international recognition of excellence in medical education. Lancet. 2015;385(9964):230.

Kassab SE, El-Sayed W, Hamdy H. Student engagement in undergraduate medical education: a scoping review. Med Educ. 2022;56(7):703–15.

Kahu ER. Framing student engagement in higher education. Stud High Educ. 2013;38(5):758–73.

Wong ZY, Liem GAD. Student Engagement: Current State of the Construct, Conceptual Refinement, and Future Research Directions. Educ Psychol Rev. 2021;34(1):107-38.

Kuh GD. The national survey of student engagement: Conceptual and empirical foundations. New Dir Inst Res. 2009;2009(141):5–20.

Google Scholar  

GQ F. Sociocultural and civic engagement.: Saratoga Springs, NY: Suny Empire State College; 2022 [Available from: https://www.esc.edu/global-learning-qualifications-framework/learning-domains/engagement/ .

Klemenčič M. From student engagement to student agency: conceptual considerations of European policies on student-centered learning in higher education. High Educ Pol. 2017;30(1):69–85.

Reeve J, Tseng C-M. Agency as a fourth aspect of students’ engagement during learning activities. Contemp Educ Psychol. 2011;36(4):257–67.

Groccia JE. What is student engagement? New Dir Teach Learn. 2018;2018(154):11–20.

Fredricks JA, McColskey W. The measurement of student engagement: A comparative analysis of various methods and student self-report Instruments. In S. L. Christenson, A. L. Reschly, & C. Wylie, editors. Handbook of research on student engagement. Springer Science + Business Media; 2012. p.763–782

Rotgans JI, Schmidt HG, Rajalingam P, Hao JWY, Canning CA, Ferenczi MA, et al. How cognitive engagement fluctuates during a team-based learning session and how it predicts academic achievement. Adv Health Sci Educ Theory Pract. 2018;23(2):339–51.

Rotgans JI, Schmidt HG. Cognitive engagement in the problem-based learning classroom. Adv Health Sci Educ Theory Pract. 2011;16(4):465–79.

Hadie SNH, Tan VPS, Omar N, Nik MohdAlwi NA, Lim HL, Ku Marsilla KI. COVID-19 Disruptions in health professional education: use of cognitive load theory on students’ comprehension, cognitive load, engagement, and motivation. Front Med (Lausanne). 2021;8:739238.

Wong V, Smith AJ, Hawkins NJ, Kumar RK, Young N, Kyaw M, et al. Adaptive tutorials versus web-based resources in radiology: a mixed methods comparison of efficacy and student engagement. Acad Radiol. 2015;22(10):1299–307.

Chan V, Larson ND, Moody DA, Moyer DG, Shah NL. Impact of 360 degrees vs 2D videos on engagement in anatomy education. Cureus. 2021;13(4): e14260.

Meng L, Jin Y. A confirmatory factor analysis of the Utrecht work engagement scale for students in a Chinese sample. Nurse Educ Today. 2017;49:129–34.

Luo Y, Geng C, Pei X, Chen X, Zou Z. The evaluation of the distance learning combining webinars and virtual simulations for senior nursing students during the COVID-19 period. Clin Simul Nurs. 2021;57:31–40.

Agarwal G, Mosquera M, Ring M, Victorson D. Work engagement in medical students: an exploratory analysis of the relationship between engagement, burnout, perceived stress, lifestyle factors, and medical student attitudes. Med Teach. 2020;42(3):299–305.

Wouters A, Croiset G, Schripsema NR, Cohen-Schotanus J, Spaai GWG, Hulsman RL, et al. A multi-site study on medical school selection, performance, motivation and engagement. Adv Health Sci Educ Theory Pract. 2017;22(2):447–62.

Casuso-Holgado MJ, Cuesta-Vargas AIM-M, N. The association between academic engagement and achievement in health sciences students. BMC Med Educ. 2013;13(33).

Liu H, Yansane AI, Zhang Y, Fu H, Hong N, Kalenderian E. Burnout and study engagement among medical students at Sun Yat-sen University, China: a cross-sectional study. Medicine (Baltimore). 2018;97(15): e0326.

Kakoschke N, Hassed C, Chambers R, Lee K. The importance of formal versus informal mindfulness practice for enhancing psychological wellbeing and study engagement in a medical student cohort with a 5-week mindfulness-based lifestyle program. PLoS ONE. 2021;16(10): e0258999.

Skodova Z, Lajciakova P, Banovcinova L. Burnout syndrome among health care students: the role of type d personality. West J Nurs Res. 2017;39(3):416–29.

Koob C, Schropfer K, Coenen M, Kus S, Schmidt N. Factors influencing study engagement during the COVID-19 pandemic: A cross-sectional study among health and social professions students. PLoS ONE. 2021;16(7): e0255191.

Puranitee P, Kaewpila W, Heeneman S, van Mook W, Busari JO. Promoting a sense of belonging, engagement, and collegiality to reduce burnout: a mixed methods study among undergraduate medical students in a non-Western, Asian context. BMC Med Educ. 2022;22(1):327.

Wu H, Li S, Zheng J, Guo J. Medical students’ motivation and academic performance: the mediating roles of self-efficacy and learning engagement. Med Educ Online. 2020;25(1):1742964.

Presoto CD, Wajngarten D, Dos Santos Domingos PA, Botta AC, Campos J, Pazos JM, et al. University engagement of dental students related to educational environment: a transnational study. PLoS ONE. 2021;16(11): e0259524.

Abreu Alves S, Sinval J, Lucas Neto L, Maroco J, Goncalves Ferreira A, Oliveira P. Burnout and dropout intention in medical students: the protective role of academic engagement. BMC Med Educ. 2022;22(1):83.

Zucoloto ML, de Oliveira V, Maroco J, Bonini Campos JAD. School engagement and burnout in a sample of Brazilian students. Curr Pharm Teach Learn. 2016;8(5):659–66.

Mennenga HA. Student engagement and examination performance in a team-based learning course. J Nurs Educ. 2013;52(8):475–9.

Cheng CY, Liou SR, Tsai HM, Chang CH. The effects of Team-Based Learning on learning behaviors in the maternal-child nursing course. Nurse Educ Today. 2014;34(1):25–30.

Ulfa Y, Igarashi Y, Takahata K, Shishido E, Horiuchi S. A comparison of team-based learning and lecture-based learning on clinical reasoning and classroom engagement: a cluster randomized controlled trial. BMC Med Educ. 2021;21(1):444.

Pickering JD, Swinnerton BJ. Exploring the dimensions of medical student engagement with technology-enhanced learning resources and assessing the impact on assessment outcomes. Anat Sci Educ. 2019;12(2):117–28.

Dixson MD. Measuring student engagement in the online course: The Online Student Engagement Scale (OSE). Online Learn. 2015;19(4):1–15.

Natarajan J, Joseph MA. Impact of emergency remote teaching on nursing students’ engagement, social presence, and satisfaction during the COVID-19 pandemic. Nurs Forum. 2022;57(1):42–8.

Hensley A, Hampton D, Wilson JL, Culp-Roche A, Wiggins AT. A multicenter study of student engagement and satisfaction in online programs. J Nurs Educ. 2021;60(5):259–64.

Chan SL, Lin CC, Chau PH, Takemura N, Fung JTC. Evaluating online learning engagement of nursing students. Nurse Educ Today. 2021;104: 104985.

Zhang S, Ma R, Wang Z, Li G, Fa T. Academic self-concept mediates the effect of online learning engagement on deep learning in online courses for Chinese nursing students: a cross-sectional study. Nurse Educ Today. 2022;117: 105481.

Clynes M, Sheridan A, Frazer K. Student engagement in higher education: A cross-sectional study of nursing students’ particpation in college-based education in the republic of Ireland. Nurse Educ Today. 2020;93: 104529.

Clynes M, Sheridan A, Frazer K. Ref: NET_2019_1563: Working while studying: The impact of term-time employment on undergraduate nursing students’ engagement in the Republic of Ireland: A cross-sectional study. Nurse Educ Today. 2020;92: 104513.

Ahlfeldt S, Mehta S, Sellnow T. Measurement and analysis of student engagement in university classes where varying levels of PBL methods of instruction are in use. Higher Educ Res Dev. 2005;24(1):5–20.

Hopper MK. Assessment and comparison of student engagement in a variety of physiology courses. Adv Physiol Educ. 2016;40(1):70–8.

Hopper MK, Brake DA. Student engagement and higher order skill proficiency: a comparison of traditional didactic and renewed integrated active learning curricula. Adv Physiol Educ. 2018;42(4):685–92.

Hopper MK, Kaiser AN. Engagement and higher order skill proficiency of students completing a medical physiology course in three diverse learning environments. Adv Physiol Educ. 2018;42(3):429–38.

Xu X, Bos NA, Wu H. The relationship between medical student engagement in the provision of the school’s education programme and learning outcomes. Med Teach. 2022;44(8):900–6.

Tcha-Tokey K, Christmann O, Loup-Escande E, Richir S. Proposition and validation of a questionnaire to measure the user experience in immersive virtual environments. Int J Virtual Real. 2016;16:33–48.

O’Brien HL, Toms EG. The development and evaluation of a survey to measure user engagement. J Am Soc Inform Sci Technol. 2010;61(1):50–69.

Salmela-Aro K, Upadaya K. The schoolwork engagement inventory: energy, dedication, and absorption (EDA). Eur J Psychol Assess. 2012;28(1):60–7.

Maroco J, Maroco AL, Campos JADB, Fredricks JA. University student’s engagement development of the University Student Engagement Inventory (USEI). Psicologia Reflexão e Crítica. 2016;29(1):158.

ASPIRE. ASPIRE student engagement guidelines for submitters and criteria2020. Available from: https://www.aspire-to-excellence.org/Areas+of+Excellence/ .

Ouimet J, Smallwood R. Assessment measures: CLASSE–the class-level survey of student engagement. Assess Upd. 2005;17(6):13.

Rossi RA, Krouse AM, Klein J. Undergraduate student stress, classroom engagement, and self-directed learning postcurricular revision. J Nurs Educ. 2021;60(10):566–9.

Szeto A, Haines J, Buchholz AC. Impact of an optional experiential learning opportunity on student engagement and performance in undergraduate nutrition courses. Can J Diet Pract Res. 2016;77(2):84–8.

O’Malley KJ, Moran BJ, Haidet P, Seidel CL, Schneider V, Morgan RO, et al. Validation of an observation instrument for measuring student engagement in health professions settings. Eval Health Prof. 2003;26(1):86–103.

Kelly PA, Haidet P, Schneider V, Searle N, Seidel CL, Richards BF. A comparison of in-class learner engagement across lecture, problem-based learning, and team learning using the STROBE classroom observation tool. Teach Learn Med. 2005;17(2):112–8.

Alimoglu MK, Sarac DB, Alparslan D, Karakas AA, Altintas L. An observation tool for instructor and student behaviors to measure in-class learner engagement: a validation study. Med Educ Online. 2014;19:24037.

Alimoglu MK, Yardim S, Uysal H. The effectiveness of TBL with real patients in neurology education in terms of knowledge retention, in-class engagement, and learner reactions. Adv Physiol Educ. 2017;41(1):38–43.

Saperstein A, Ledford CJW, Servey J, Cafferty LA, McClintick SH, Bernstein EM. Microblog use and student engagement in the large-classroom setting. Fam Med. 2015;473:204–9.

Mackintosh-Franklin C. An evaluation into the impact of undergraduate nursing students classroom attendance and engagement with online tasks on overall academic achievement. Nurse Educ Today. 2018;61:89–93.

Kauffman CA, Derazin M, Asmar A, Kibble JD. Patterns of medical student engagement in a second-year pathophysiology course: relationship to USMLE Step 1 performance. Adv Physiol Educ. 2019;43(4):512–8.

Ribeiro LMC, Mamede S, de Brito EM, Moura AS, de Faria RMD, Schmidt HG. Effects of deliberate reflection on students’ engagement in learning and learning outcomes. Med Educ. 2019;53(4):390–7.

Caton JB, Chung S, Adeniji N, Hom J, Brar K, Gallant A, et al. Student engagement in the online classroom: comparing preclinical medical student question-asking behaviors in a videoconference versus in-person learning environment. FASEB Bioadv. 2021;3(2):110–7.

Quesnelle KM, Montemayor JR. A multi-institutional study demonstrating undergraduate medical student engagement with question-type facebook posts. Med Sci Educ. 2020;30(1):111–5.

Juan S. Promoting engagement of nursing students in online learning: use of the student-generated question in a nursing leadership course. Nurse Educ Today. 2021;97: 104710.

Grant LL, Opperman MJ, Schiller B, Chastain J, Richardson JD, Eckel C, et al. Medical student engagement in a virtual learning environment positively correlates with course performance and satisfaction in psychiatry. Med Sci Educ. 2021;1133:1–8.

Berman NB, Artino AR Jr. Development and initial validation of an online engagement metric using virtual patients. BMC Med Educ. 2018;18(1):213.

Darnell DK, Krieg PA. Student engagement, assessed using heart rate, shows no reset following active learning sessions in lectures. PLoS ONE. 2019;14(12): e0225709.

Miller BW. Using reading times and eye-movements to measure cognitive engagement. Educ Psychol. 2015;50(1):31–42.

Stokes-Parish JB, Duvivier R, Jolly B. How does moulage contribute to medical students’ perceived engagement in simulation? A mixed-methods pilot study. Adv Simul (Lond). 2020;5:23.

Fredricks JA, Hofkens TL, Wang MT. Addressing the challenge of measuring student engagement. In: The Cambridge Handbook of Motivation and Learning. Cambridge: Cambridge University Press; 2019. p. 689–712.

Bicket M, Misra S, Wright SM. Medical student engagement and leadership within a new learning community. BMC Med Educ. 2010;10:20.

Reid HJ, Thomson C, McGlade KJ. Content and discontent: a qualitative exploration of obstacles to elearning engagement in medical students. BMC Med Educ. 2016;16:188.

Hartnup B, Dong L, Eisingerich AB. How an environment of stress and social risk shapes student engagement with social media as potential digital learning platforms: qualitative study. JMIR Med Educ. 2018;4(2): e10069.

Seligman L, Abdullahi A, Teherani A, Hauer KE. From Grading to assessment for learning: a qualitative study of student perceptions surrounding elimination of core clerkship grades and enhanced formative feedback. Teach Learn Med. 2021;33(3):314–25.

Fang KM, Lau GC, Park JY, Tchen P. Exploring factors that influence student engagement in community-engaged learning activities within a pharmacy context. Am J Pharm Educ. 2022;86(4):296–303.

Grijpma JW, Mak-van der Vossen M, Kusurkar RA, Meeter M, de la Croix A. Medical student engagement in small-group active learning: A stimulated recall study. Med Educ. 2022;56(4):432–43.

McNaught K, Rhoding C. Exploring the factors influencing medical student engagement with rural clinical placement opportunities. Austr Int J Rur Educ. 2022;32:70–84.

Wang Y, Ji Y. How do they learn: types and characteristics of medical and healthcare student engagement in a simulation-based learning environment. BMC Med Educ. 2021;21(1):420.

Janssen A, Shaw T, Goodyear P, Kerfoot BP, Bryce D. A little healthy competition: using mixed methods to pilot a team-based digital game for boosting medical student engagement with anatomy and histology content. BMC Med Educ. 2015;15:173.

McCoy L, Pettit RK, Lewis JH, Allgood JA, Bay C, Schwartz FN. Evaluating medical student engagement during virtual patient simulations: a sequential, mixed methods study. BMC Med Educ. 2016;16:20.

Milles LS, Hitzblech T, Drees S, Wurl W, Arends P, Peters H. Student engagement in medical education: a mixed-method study on medical students as module co-directors in curriculum development. Med Teach. 2019;41(10):1143–50.

de Leng B, Pawelka F. The use of learning dashboards to support complex in-class pedagogical scenarios in medical training: how do they influence students’ cognitive engagement? Res Pract Technol Enhanced Learn. 2020;15(1):1.

Hughes M, Salamonson Y, Metcalfe L. Student engagement using multiple-attempt “weekly participation task” quizzes with undergraduate nursing students. Nurse Educ Pract. 2020;46: 102803.

Shoepe TC, McManus JF, August SE, Mattos NL, Vollucci TC, Sparks PR. Instructor prompts and student engagement in synchronous online nutrition classes. Am J Distance Educ. 2020;34(3):194–210.

Giddens J, Hrabe D, Carlson-Sabelli L, Fogg L, North S. The impact of a virtual community on student engagement and academic performance among baccalaureate nursing students. J Prof Nurs. 2012;28(5):284–90.

Lee S, Valtis YK, Jun T, Wang D, Zhang B, Chung EH, et al. Measuring and improving student engagement in clinical training. Educ Prim Care. 2018;29(1):22–6.

Averkiou P, Nirmala P, Paiewonsky B, Sara T. Community-Engaged Learning: addressing gaps in medical education through a service-learning curriculum. J Serv-Learn Higher Educ. 2021;13:44–57.

Download references

Acknowledgements

No funding.

Author information

Authors and affiliations.

College of Medicine, Gulf Medical University, Ajman, United Arab Emirates

Salah Eldin Kassab, Mohamed Al-Eraky, Walid El-Sayed, Hossam Hamdy & Henk Schmidt

Faculty of Medicine, Suez Canal University, Ismailia, Egypt

Salah Eldin Kassab

College of Dentistry, Suez Canal University, Ismailia, Egypt

Walid El-Sayed

Institute for Medical Education Research, Erasmus University Rotterdam, Rotterdam, Netherlands

Henk Schmidt

You can also search for this author in PubMed   Google Scholar

Contributions

SEK initiated the idea of the review article. WE and SK conducted the literature search and collected the relevant articles. SEK and HH developed the draft version of the article. MA helped in editing the different versions of the manuscript. HS played a significant role in the revised version of the manuscript. All authors contributed to the revision, editing, and finalizing the manuscript. The author(s) read and approved the final manuscript.

Corresponding author

Correspondence to Salah Eldin Kassab .

Ethics declarations

Ethics approval and consent to participate, consent for publication, competing interests.

The authors declare no competing interests.

Additional information

Publisher’s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ . The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/ ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

Reprints and Permissions

About this article

Cite this article.

Kassab, S.E., Al-Eraky, M., El-Sayed, W. et al. Measurement of student engagement in health professions education: a review of literature. BMC Med Educ 23 , 354 (2023). https://doi.org/10.1186/s12909-023-04344-8

Download citation

Received : 04 January 2023

Accepted : 10 May 2023

Published : 20 May 2023

DOI : https://doi.org/10.1186/s12909-023-04344-8

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

BMC Medical Education

ISSN: 1472-6920

literature yon definition

IMAGES

  1. Definition of Literature for Fundamentals of Literature

    literature yon definition

  2. Pronunciation of Literature

    literature yon definition

  3. PPT

    literature yon definition

  4. Literature Review Definition Psychology

    literature yon definition

  5. Literature Review

    literature yon definition

  6. Literature definition

    literature yon definition

VIDEO

  1. The Secret Garden by Frances Hodgson Burnett Summary in Tamil

  2. Onye N'ekwu ft.Sho' Boi

  3. Rueda de prensa Cádiz CF vs Atlético de Madrid

  4. SRI BALAJI TEXTILES in Erode / Handkerchief மிக குறைந்த விலையில் ஈரோடு தயாரிப்பாளர் நேரடி விற்பனை

  5. Pablo Erroz

  6. Synchronous Detector

COMMENTS

  1. Yon Definition & Meaning

    The meaning of YON is yonder. How to use yon in a sentence.

  2. Literature Definition & Meaning

    How to use literature in a sentence. writings in prose or verse; especially : writings having excellence of form or expression and expressing ideas of permanent or universal interest… See the full definition

  3. Literature Definition & Meaning

    The definition of Literature is writings in which expression and form, in connection with ideas of permanent and universal interest, are characteristic or essential features, as poetry, novels, history, biography, and essays. See additional meanings and similar words.

  4. Yon

    Define yon. yon synonyms, yon pronunciation, yon translation, English dictionary definition of yon. adv. & adj. Yonder. pron. Regional That one or those yonder. American Heritage® Dictionary of the English Language, Fifth Edition.

  5. Literature definition and meaning

    literature in British English. (ˈlɪtərɪtʃə , ˈlɪtrɪ- ) noun. 1. written material such as poetry, novels, essays, etc, esp works of imagination characterized by excellence of style and expression and by themes of general or enduring interest. 2. the body of written work of a particular culture or people. Scandinavian literature.

  6. Literature

    literature, a body of written works. The name has traditionally been applied to those imaginative works of poetry and prose distinguished by the intentions of their authors and the perceived aesthetic excellence of their execution. Literature may be classified according to a variety of systems, including language, national origin, historical period, genre, and subject matter. For historical ...

  7. Literature definition and meaning

    Literature definition: Novels, plays, and poetry are referred to as literature , especially when they are... | Meaning, pronunciation, translations and examples

  8. Glossary of Literary Terms

    The main character (protagonist) of a literary work, especially one who exhibits admirable traits such as courage and righteousness; in mythology, heroes/heroines also typically possess supernatural powers or other qualities. Elizabeth Bennet is the heroine of Jane Austen's novel Pride and Prejudice.

  9. 1.1: What is Literature?

    literature. "written work valued for superior or lasting artistic merit" ("Literature" - OED) "Printed matter of any kind; esp. leaflets, brochures, etc., used to advertise products or provide information and advice" ("literature" -OED) While the definition of little l literature is fairly easy to understand and apply, the definition of Big L ...

  10. LITERATURE

    literature definition: 1. written artistic works, especially those with a high and lasting artistic value: 2. all the…. Learn more.

  11. 10 Definitions of Literature According to Experts, Complete

    Definition of Literature. Understanding literature in general is a form of a very beautiful work either written or spoken. For the understanding of the origin of Literature is an absorption word from the Sanskrit language, namely Literaturewhich means "text containing instructions" or Guidelines, the meaning of 'Sas' which means instructions or in the form of teachings and the meaning of 'tra ...

  12. LITERATURE

    literature meaning: 1. written artistic works, especially those with a high and lasting artistic value: 2. all the…. Learn more.

  13. What is Literature

    Definition: Literature refers to written works of imaginative, artistic, or intellectual value, typically characterized by the use of language to convey ideas, emotions, and experiences. It encompasses various forms of written expression, such as novels, poems, plays, essays, short stories, and other literary works.

  14. literary, adj. and n. : Oxford English Dictionary

    7. Of the visual arts, music, etc.: concerned with depicting or representing a story or other literary work; that refers or relates to a text; that creates a complex or finely crafted narrative like that of a work of literature. Sometimes in a derogatory sense, implying dependency on a text at the expense of freedom of expression.

  15. What Is Literature? A Definition Based on Prototypes.

    Two different approaches to the definition of literature (criterial and prototypical) are described, and some features of a prototypical literary work are outlined. The criterial approach attempts ...

  16. literature noun

    Collocations Literature Literature Being a writer. write/ publish literature/ poetry/ fiction/ a book/ a story/ a poem/ a novel/ a review/ an autobiography; become a writer/ novelist/ playwright; find/ have a publisher/ an agent; have a new book out; edit/ revise/ proofread a book/ text/ manuscript; dedicate a book/ poem to…; Plot, character and atmosphere

  17. What Is Young Adult Fiction? Definition ...

    Below are just a few of their differences. 1. Age of the Protagonist. The biggest difference between YA and adult literature is the age of the protagonist. YA protagonists tend to be 12-18 years of age while adult fiction protagonists usually start at 18-30 years old. This isn't an absolute rule, though.

  18. Literature

    Literature is any collection of written work, but it is also used more narrowly for writings specifically considered to be an art form, especially prose fiction, drama, and poetry. In recent centuries, the definition has expanded to include oral literature, much of which has been transcribed. Literature is a method of recording, preserving, and transmitting knowledge and entertainment, and can ...

  19. Measurement of student engagement in health professions education: a

    Student engagement is a complex multidimensional construct that has attained great interest in health professions education (HPE). Definition and conceptualization of student engagement is an important step that should drive the development of the instruments for its measurement. We have recently proposed a comprehensive framework for student engagement in HPE with a definition of engagement ...