NOVELTY-BASED LEARNING EXPERIENCES AND THEIR INFLUENCE ON STUDENT PRESENCE

Abstract

This study analyses the relationship between novelty and student presence within the framework of experiential learning in higher education. A quantitative approach was adopted, with a non-experimental, cross-sectional, descriptive-correlational design. The sample consisted of 50 students enrolled in the Business Management and Organizational Theories course in an online higher education program. Data were collected using an adaptation of the Experiencing Scale, administered on a five-point Likert scale, and analysed using partial least squares structural equation modelling (PLS-SEM) with ADANCO software. The results show a positive and statistically significant relationship between novelty and student presence (β = 0.9248; p < .001), with high explanatory power (R² = 0.8553). These findings indicate that experiences perceived as novel are associated with higher levels of attention, concentration, and cognitive involvement during learning. It is concluded that the intentional design of innovative educational experiences, such as company visits, can strengthen the connection between theory and practice and foster meaningful learning in online higher education.