Exploring Student Engagement Strategies in Zoom-Mediated English Literature Discussions: A Comparative Analysis of Interactive Features

The transition to online learning during the COVID-19 pandemic necessitated innovative approaches to maintain student engagement in English literature courses. This study examines the effectiveness of various interactive features within Zoom-mediated literature discussions through a comparative analysis of engagement strategies. Using a mixed-methods approach, we analyzed 240 undergraduate students across eight English literature courses over two academic semesters. The research compared traditional lecture-style presentations with interactive features including breakout rooms, polling, annotation tools, and multimedia integration. Quantitative measures included participation rates, assignment completion, and academic performance, while qualitative data encompassed student interviews and instructor observations. Results indicate that breakout room discussions increased verbal participation by 73%, while polling features enhanced real-time comprehension assessment. Students reported higher satisfaction levels (M = 4.2, SD = 0.8) with courses utilizing multiple interactive features compared to traditional formats (M = 2.9, SD = 1.1). The study reveals that strategic implementation of Zoom’s interactive capabilities significantly improves student engagement, comprehension, and overall learning outcomes in literature education. These findings provide valuable insights for educators seeking to optimize virtual literature instruction and suggest best practices for future online pedagogical approaches.

Keywords: student engagement, online learning, English literature, Zoom, interactive features, virtual education