The surplus value of an authentic learning environment

This article presents a study that provides insight in the effects of an authentic electronic learning environment on student performance and experiences. It is expected that learning in an authentic learning environment results in higher performance and improves intrinsic motivation of students. The results of this study showed, contrary to what was expected, that student who worked in an authentic environment did not perform better than students who worked in a less authentic environment. Moreover, the reported experiences with the learning environments did not differ between both groups.     

Level of intrinsic motivation of distance education students in e‐learning environments

According to researches, motivation that initiates and sustains behaviour is one of the most significant components of learning in any environment. Accordingly, level of intrinsic motivation triggers and sustains the interest of the open and distance education students when it comes to learning on their own in e‐learning environments. Despite a comprehensive literature regarding the motivation of those learning in traditional learning environments, the number of studies addressing the motivation of open and distance education students in e‐learning environments is not sufficient. In this context, this study aims at determining the level of intrinsic motivation of open and distance education students. Thus, data were collected from 1,639 distance education students in 22 programmes, through Intrinsic Motivation in e‐Learning Questionnaire developed and validated to that end. Analyses carried out indicate that the level of intrinsic motivation of open and distance education students is high in e‐learning environments, but there is not a statistically significant difference by gender, programme structure (graduate/undergraduate), instruction type (distance–blended), and academic disciplines.     

The influence of student characteristics on the use of adaptive e-learning material

Adaptive e-learning materials can help teachers to educate heterogeneous student groups. This study provides empirical data about the way academic students differ in their learning when using adaptive e-learning materials. Ninety-four students participated in the study. We determined characteristics in a heterogeneous student group by collecting demographic data and measuring motivation and prior knowledge. We also measured the learning paths students followed and learning strategies they used when working with adaptive e-learning material in a molecular biology course. We then combined these data to study if and how student characteristics relate to the learning paths and strategies they used. We observed that students did follow different learning paths. Gender did not have an effect, but (mainly Dutch) BSc students differed from (international) MSc students in the intrinsic motivation they had and the learning paths and strategies they followed when using the adaptive e-learning material.     

The effect of simulation games on the learning of computational problem solving

Simulation games are now increasingly applied to many subject domains as they allow students to engage in discovery processes, and may facilitate a flow learning experience. However, the relationship between learning experiences and problem solving strategies in simulation games still remains unclear in the literature. This study, thus, analyzed the feedback and problem solving behaviors of 117 students in a simulation game, designed to assist them to learn computational problem solving. It was found that students when learning computational problem solving with the game were more likely to perceive a flow learning experience than in traditional lectures. The students’ intrinsic motivation was also enhanced when they learned with the simulation game. In particular, the results of the study found a close association between the students’ learning experience states and their problem solving strategies. The students who perceived a flow experience state frequently applied trial-and-error, learning-by-example, and analytical reasoning strategies to learn the computational problem solving skills. However, a certain portion of students who experienced states of boredom and anxiety did not demonstrate in-depth problem solving strategies. For instance, the students who felt anxious in the simulation game did not apply the learning-by-example strategy as frequently as those in the flow state. In addition, the students who felt bored in the simulation game only learned to solve the problem at a superficial level.     

The effects of an intrinsically motivating instructional environment on software learning and acceptance

Abstract The most important goal of computer software training and interface design has been to help users learn and use software effectively. While research has provided useful information about how to achieve this outcome, it appears to have overlooked the contribution that ‘fun’ and ‘motivation’ can add to learning. This study develops and tests a model of the relationship between intrinsically motivating software instruction and two outcome variables — learning performance and perceived ease of software use. The researchers manipulated two design variables to create learning environments that were either high or low in intrinsic motivation. One variable, the computer interface, consisted of either a direct manipulation interface (the Macintosh Finder), defined as being high in intrinsic motivation, or a command-based interface (disk operating system — DOS), which was less motivating. The second design variable, training method, also consisted of two categories — exploration training (more motivating) and instruction-based training (less motivating). Additionally, the study evaluated the motivational impact of one individual characteristic — cognitive spontaneity. Results of a laboratory experiment indicated that subjects using the direct manipulation interface found the learning experience more intrinsically motivating and performed better in hands-on computer tasks than in command-based subjects. Also, subjects who were high in cognitive spontaneity were more likely to report the learning experience as intrinsically motivating. Learners who reported high levels of intrinsic motivation performed better in hands-on tasks than those who did not, and perceived the software as easier to use. Exploration training, however, failed to exhibit a positive relationship to intrinsic motivation. These results suggest that an intrinsically motivating instructional environment can lead to improved software learning and performance. This is explained in terms of four key dimensions spanning multiple theories of intrinsic motivation: challenge, curiosity, control and fantasy.     

Face-to-face,blended, flipped,or online learning environment? Impact on learning performance and student cognitions

This study compares four learning environments: face-to-face learning (F2F), fully e-learning (EL), blended learning (BL), and flipped classroom (FC) with respect to students' learning performance. Moreover, this present research studies changes in perceived flexibility, intrinsic motivation, self-efficacy beliefs of students, and the interaction effects in these student variables on learning performance. Two learning environment design elements: (1) lectures (2) group discussions building on guiding questions, were manipulated to create the four learning environments. Third-year undergraduate students (n = 106), enrolled in the “Animal and Human Physiology” course at CanTho University (Vietnam), were randomly assigned to one of the four learning environments. The results suggest a significant positive differential effect on learning performance when studying in a FC and BL setting. No significant interaction effects could be observed regarding changes in perceived flexibility, intrinsic motivation and self-efficacy. However, significant differences between learning conditions were observed in perceived flexibility. Analysis of focus group data corroborate the finding that students experience more flexibility in time and place when studying in FC, BL and EL environments. In addition, students in a FC environment reflect significantly larger positive changes in their self-efficacy. But, the qualitative data show how positive perceptions about flexibility, motivation and self-efficacy are often cancelled out by negative perceptions.     

Second Life as a support element for learning electronic related subjects: A real case

Looking for more active and motivating methodological alternatives from the students’ perspective, which promote analysis and investigation abilities that make the student a more participative agent and some learning processes are facilitated, a practical study was conducted in the University of La Sabana (Chía, Colombia), in Computing Engineering (INF) and Agroindustrial Production Engineering (IPA) academic programs under the guiding question: Is Second Life an attractive tool for students, does it increment motivation, promote participation and facilitate learning processes in electronic related subjects in Engineering degrees?Second Life (SL) platform was then used as a traditional on-site class complement in electronic related subjects. A follow up was conducted with several groups during a year and a half, some students followed the subject with the traditional on-site methodology and others did it following a mixed methodology that combined traditional on-site lessons with virtual sessions trough SL, making a comparison and applying a quantitative as well as a qualitative methodology for the information analysis and recollection.After the specified study period it was found that using SL as part of the methodology, increments motivation toward electronic related subjects, and promotes participation and investigation, due to the fact that this tool makes learning possible in a funnier, more interactive and deeper way than if it had been taught in a master class. Having real-time access from a virtual classroom to all types of audiovisual information, helps more senses get involved in the learning process, making it more effective; nevertheless a weakness was detected related to the attention and concentration: students tend to get distracted, because their classroom is the computer and from there they have access not only to the many worlds of SL but to all the social networks and the Internet in general.     

Nonlinear technology: Changing the conception of extrinsic motivation?

Think-aloud and self-report data from 84 undergraduates were used to examine the relationship between intrinsic motivation, extrinsic motivation, and use of self-regulated learning (SRL) processes. Participants individually learned about the circulatory system with a hypermedia environment for 30 min. During this experimental session, three measures were used to examine the research questions guiding the study. Participants completed a self-report questionnaire that measured their extrinsic and intrinsic motivation. They also completed a pretest and posttest, which assessed learning outcomes. Lastly, think-aloud data were collected to determine the frequency in which participants used SRL process related to planning, monitoring, and strategy use. Results indicate that participants who had high extrinsic and high intrinsic motivation used significantly more planning and monitoring processes when compared to participants who had lower motivation scores for either the extrinsic or intrinsic category. Additionally, participants who had high extrinsic and high intrinsic motivation significantly outperformed those who had low extrinsic and low intrinsic motivation.     

Emotional design in multimedia learning: Differentiation on relevant design features and their effects on emotions and learning

Previous research into multimedia learning has mainly focused on cognitive factors to investigate different instructional conditions and design principles. Emotional factors have so far been widely neglected. However, recent studies showed that the emotional design of multimedia learning material can evoke positive emotions in learners that in turn facilitate the learning process. Following this lead, our study aims to further explore the potential of an emotional design. We seek to differentiate the current findings by systematically deducing emotionally relevant design features and also taking into account negative emotional states. In order to deduce relevant design features, we adopt concepts from web design. German college students (N = 334) were assigned to one of nine conditions, created by two design factors (classical vs. expressive aesthetics), each with two levels (high vs. low) and a usability factor (high vs. low usability) as well as a control group (no color/gray scale). Unexpectedly, objective differences in aesthetics or usability did not affect learners’ emotional states. However, the perceived aesthetics and usability positively affected the emotional states of the learners. Learners’ emotional states had a minor impact on learning outcomes but a larger impact on learners’ intrinsic motivation, including the motivation to continue working with the material.     

The role of feedback and self-efficacy on web-based learning: The social cognitive perspective

The social cognitive perspective of self-regulated learning suggests that effective learning is determined by the interactions among personal, behavioral, and environmental influences; particularly, high self-regulated learners hold higher motivation (personal), apply better learning strategies (behavioral) and respond to environmental demand more appropriately (environmental). The study thus uses the social cognitive perspective to explore the role of self-efficacy (personal), student feedback behavior, use of learning strategies (behavioral), performance and receiving feedback (environmental) in Web-based learning. There were 76 university students participated in this study. Both quantitative and qualitative methods were applied for data analysis. The results supported that self-efficacy predicted student use of learning strategies and related to elaborated feedback behavior (personal → behavioral). High self-efficacy students applied more high-level learning strategies, such as elaborative strategy and critical thinking. Students who provided elaborated feedback also had higher self-efficacy than those who did not. Moreover, receiving elaborative feedback significantly promoted student self-efficacy (environmental → personal), while receiving knowledge of correct response improved student performance. However, the results indicated that feedback behaviors did not predict academic performance, which may be interfered by modeling effects.     

Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments

The main objective of this study was to examine the effectiveness of immersive virtual reality (VR) as a medium for delivering laboratory safety training. We specifically compare an immersive VR simulation, a desktop VR simulation, and a conventional safety manual. The sample included 105 first year undergraduate engineering students (56 females).  We include five types of learning outcomes including post‐test enjoyment ratings; pre‐ to post‐test changes in intrinsic motivation and self‐efficacy; a post‐test multiple choice retention test; and two behavioral transfer tests. Results indicated that the groups did not differ on the immediate retention test, suggesting that all three media were equivalent in conveying the basic knowledge. However, significant differences were observed favoring the immersive VR group compared to the text group on the two transfer tests involving the solving problems in a physical lab setting (d = 0.54, d = 0.57), as well as enjoyment (d = 1.44) and increases in intrinsic motivation (d = 0.69) and self‐efficacy (d = 0.60). The desktop VR group scored significantly higher than the text group on one transfer test (d = 0.63) but not the other (d= 0.11), as well as enjoyment (d =1.11) and intrinsic motivation (d =0.83).     

Out of fear or desire? Toward a better understanding of employees’ motivation to follow IS security policies

Given the significant role of people in the management of security, attention has recently been paid to the issue of how to motivate employees to improve security performance of organizations. However, past work has been dependent on deterrence theory rooted in an extrinsic motivation model to help understand why employees do or do not follow security rules in their organization. We postulated that we could better explain employees’ security-related rule-following behavior with an approach rooted in an intrinsic motivation model. We therefore developed a model of employees’ motivation to comply with IS security policies which incorporated both extrinsic and intrinsic models of human behavior. It was tested with data collected through a survey of 602 employees in the United States. We found that variables rooted in the intrinsic motivation model contributed significantly more to the explained variance of employees’ compliance than did those rooted in the extrinsic motivation model.     

The role of feedback and self-efficacy on web-based learning: The social cognitive perspective

The social cognitive perspective of self-regulated learning suggests that effective learning is determined by the interactions among personal, behavioral, and environmental influences; particularly, high self-regulated learners hold higher motivation (personal), apply better learning strategies (behavioral) and respond to environmental demand more appropriately (environmental). The study thus uses the social cognitive perspective to explore the role of self-efficacy (personal), student feedback behavior, use of learning strategies (behavioral), performance and receiving feedback (environmental) in Web-based learning. There were 76 university students participated in this study. Both quantitative and qualitative methods were applied for data analysis. The results supported that self-efficacy predicted student use of learning strategies and related to elaborated feedback behavior (personal → behavioral). High self-efficacy students applied more high-level learning strategies, such as elaborative strategy and critical thinking. Students who provided elaborated feedback also had higher self-efficacy than those who did not. Moreover, receiving elaborative feedback significantly promoted student self-efficacy (environmental → personal), while receiving knowledge of correct response improved student performance. However, the results indicated that feedback behaviors did not predict academic performance, which may be interfered by modeling effects.     

Learner readiness for online learning: Scale development and student perceptions

The purpose of this study was to develop and validate a multidimensional instrument for college students’ readiness for online learning. Through a confirmatory factor analysis, the Online Learning Readiness Scale (OLRS) was validated in five dimensions: self-directed learning, motivation for learning, computer/Internet self-efficacy, learner control, and online communication self-efficacy. Research data gathered from 1051 college students in five online courses in Taiwan revealed that students’ levels of readiness were high in computer/Internet self-efficacy, motivation for learning, and online communication self-efficacy and were low in learner control and self-directed learning. This study found that gender made no statistical differences in the five OLRS dimensions, but that higher grade (junior and senior) students exhibited significantly greater readiness in the dimensions of self-directed learning, online communication self-efficacy, motivation for learning, and learner control than did lower grade (freshman and sophomore) students.     

Improving the effectiveness of English vocabulary review by integrating ARCS with mobile game‐based learning

Memorizing English vocabulary is often considered uninteresting, and a lack of motivation exists during learning activities. Moreover, most vocabulary practice systems automatically select words from articles and do not provide integrated model methods for students. Therefore, this study constructed a mobile game‐based English vocabulary practice system, which imitates the popular block elimination game and combines test items of article, difficulty, and teacher model in accordance with curriculum objectives and demands. The participants were first‐year students and classified into traditional group (Group T) and game‐based group (Group G), and learning effectiveness and motivation were analysed in this study. According to statistical analysis results, students who used the game‐based vocabulary practice system, which could captivate their attention and interest, had higher learning effectiveness and provided positive feedback of learning motivation. Furthermore, English teachers could select teaching materials that are consistent with the features, knowledge, and cultural background of learners to improve the relevance dimension of learning motivation.     

Facebook and texting made me do it: Media-induced task-switching while studying

Electronic communication is emotionally gratifying, but how do such technological distractions impact academic learning? The current study observed 263 middle school, high school and university students studying for 15 min in their homes. Observers noted technologies present and computer windows open in the learning environment prior to studying plus a minute-by-minute assessment of on-task behavior, off-task technology use and open computer windows during studying. A questionnaire assessed study strategies, task-switching preference, technology attitudes, media usage, monthly texting and phone calling, social networking use and grade point average (GPA). Participants averaged less than six minutes on task prior to switching most often due to technological distractions including social media, texting and preference for task-switching. Having a positive attitude toward technology did not affect being on-task during studying. However, those who preferred to task-switch had more distracting technologies available and were more likely to be off-task than others. Also, those who accessed Facebook had lower GPAs than those who avoided it. Finally, students with relatively high use of study strategies were more likely to stay on-task than other students. The educational implications include allowing students short “technology breaks” to reduce distractions and teaching students metacognitive strategies regarding when interruptions negatively impact learning.     

PowerPoint’s power in the classroom: enhancing students’ self-efficacy and attitudes

The current study examined the effects of non-interactive computer assisted instruction on students’ performance, self-efficacy, motivation, and attitudes. Half the lectures presented to two Introduction to Psychology college classes were taught in a traditional lecture format and half were accompanied by PowerPoint multimedia. Lecture order was counterbalanced across classes. Whereas lecture style did not affect academic performance, students had more positive attitudes about the course and greater self-efficacy with PowerPoint. In the class that started with PowerPoint lectures, student motivation declined after PowerPoint stopped accompanying lectures. However, student motivation did not increase after PowerPoint was added in the other class.     

Exploring the learning effectiveness of financial literacy from the microworld perspective: Evidence from the simulated transactional interactive concurrent system

Because the microworld can create a learning environment that allows learners to interact with the real world, the view of the microworld has been widely used in education and training. In this study, the simulated transactional interactive concurrent system (STICS) was used to provide an environment that simulates the stock market trading of the Taiwan Stock Exchange; the goal is to explore the effectiveness of using STICS in enhancing the financial literacy of students. This study adopts a quasi-experimental design approach and divides students into two groups. The intervention group was made up of 42 students who learned financial knowledge aided by STICS, with a comparison group consisting of 43 students who learned with traditional lecturing and dictating methods. The study found that learners who used the STICS as an aid to learn financial knowledge had significantly better learning effectiveness than those who did not use STICS, in terms of motivation, attitude, and achievement. The intervention group also made significant improvements in average scores in learning motivation and achievement after 8 weeks of experimental teaching and learning.     

The effects of computer games on primary school students’ achievement and motivation in geography learning

The implementation of a computer game for learning about geography by primary school students is the focus of this article. Researchers designed and developed a three-dimensional educational computer game. Twenty four students in fourth and fifth grades in a private school in Ankara, Turkey learnt about world continents and countries through this game for three weeks. The effects of the game environment on students’ achievement and motivation and related implementation issues were examined through both quantitative and qualitative methods. An analysis of pre and post achievement tests showed that students made significant learning gains by participating in the game-based learning environment. When comparing their motivations while learning in the game-based learning environment and in their traditional school environment, it was found that students demonstrated statistically significant higher intrinsic motivations and statistically significant lower extrinsic motivations learning in the game-based environment. In addition, they had decreased focus on getting grades and they were more independent while participating in the game-based activities. These positive effects on learning and motivation, and the positive attitudes of students and teachers suggest that computer games can be used as an ICT tool in formal learning environments to support students in effective geography learning.     

Development of a contextual decision-making game for improving students' learning performance in a health education course

Heath education is an important component of the curriculum for fostering children's correct health knowledge and good daily life habits. However, educators have indicated that most children might fail to realize the importance and meaning of health education content owing to the lack of authentic scenarios and daily life experience. With the advancement of computer technologies, researchers have tried to develop multimedia learning content in order to improve students' learning performance. Among various technology-enhanced learning alternatives, digital game-based learning has been recognized as a highly potential approach to motivating students. However, several previous studies have indicated that, without properly incorporating learning content into game scenarios, the effectiveness of digital game-based learning might not be as good as expected in comparison with conventional technology-enhanced learning. In this study, a contextual digital game was developed for improving students' learning performance in an elementary school health education course. A quasi experiment was conducted to evaluate the effectiveness of the proposed approach by situating the experimental group in the game-based learning scenario and the control group to learn with conventional e-books. The experimental results showed that the proposed approach not only improved the students' learning motivation, but also their learning achievement and problem-solving competences. Moreover, the significant two-way interaction suggested that the contextual game-based learning approach benefited the higher motivation students more than the lower motivation ones in terms of the advanced knowledge, showing the importance and potential of applying contextual games to health education activities.