The role of academic motivation in Computer-Supported Collaborative Learning

In recent years, increasing attention has been devoted to virtual learning. In the last decade, a large number of studies in Computer-Supported Collaborative Learning (CSCL) have assessed how social interaction, learning processes and outcomes in virtual settings are intertwined. Although recent research findings indicate that learners differ with respect to the amount and type of discourse contributed in virtual settings, little is known about the causes of these differences. The research presented here looks into the effects of motivation of learners on their contribution to discourse using the Deci and Ryan framework of (intrinsic/extrinsic) motivation.This study of 100 participants who were randomly distributed in six groups of 14 members collaborated in a virtual setting to remediate deficiencies in economics indicates that individuals differed with respect to the amount of discourse activity. Furthermore, an integrated multi-method approach (Content Analysis, Social Network Analysis and Academic Motivation Scale) was used in order to examine the impact of academic motivation on the type of discourse activity contributed and on the position of the learner in the social network. The results indicate that highly intrinsically motivated learners become central and prominent contributors to cognitive discourse. In contrast, extrinsically motivated learners contribute on average and are positioned throughout the social network. The research results reveal that differences in academic motivation influences the type of contributions to discourse as well as the position a learner takes within the social network.     

Investigating the relations between motivation,tool use,participation, and performance in an e-learning course using web-videoconferencing

Web-videoconference systems offer several tools (like chat, audio, and webcam) that vary in the amount and type of information learners can share with each other and the teacher. It has been proposed that tools fostering more direct social interaction and feedback amongst learners and teachers would foster higher levels of engagement. If so, one would expect that the richer the tools used, the higher the levels of learner engagement. However, the actual use of tools and contributions to interactions in the learning situation may relate to students’ motivation. Therefore, we investigated the relationship between available tools used, student motivation, participation, and performance on a final exam in an online course in economics (N = 110). In line with our assumptions, we found some support for the expected association between autonomous motivation and participation in web-videoconferences as well as between autonomous motivation and the grade on the final exam. Students’ tool use and participation were significantly correlated with each other and with exam scores, but participation appeared to be a stronger predictor of the final exam score than tool use. This study adds to the knowledge base needed to develop guidelines on how synchronous communication in e-learning can be used.     

The role of self-determination theory in explaining teachers’ motivation to continue to use e-learning technology

Based on self-determination theory, this study proposes an extended information systems continuance theory in the context of teachers’ utilization of e-learning technology in connection with on-site courses. In the proposed model teachers’ extrinsic motivation (i.e. perceived usefulness), confirmation of pre-acceptance expectations and intrinsic motivation are predicted to be influenced by perceived autonomy, perceived competence and perceived relatedness. Even though information systems continuance theory has received quite extensive attention in prior research, this study is among the first to examine the effects of self-determination theory constructs in the context of teachers’ utilization of e-learning technology. The results show that extension of IS-continuance theory with constructs that represent users’ basic psychological needs and intrinsic motivation can be useful for predicting their e-learning continuance intentions.     

College students’ academic motivation,media engagement and fear of missing out

The concerns about the consequences of mental problems related to use of social media among university students have recently raised consciousness about a relatively new phenomenon termed Fear of Missing Out (FoMO). Drawing on the self-determination theory and on the assumption that low levels of basic need satisfaction may relate to FoMO and social media engagement, the aim of the present research was to examine for the first time possible links between FoMO, social media engagement, and three motivational constructs: Intrinsic, extrinsic and amotivation for learning. Data were gathered from 296 undergraduate students by using the following scales: Social Media Engagement (SME), Fear of Missing Out (FoMOs) and Academic Motivation. The SME is a new scale, specifically designed for this study to measure the extent to which students used social media in the classroom. This scale includes three categories: Social engagement, news information engagement and commercial information engagement. Path analysis results indicated that the positive links between social media engagement and two motivational factors: Extrinsic and amotivation for learning are more likely to be mediated by FoMO. Interpretation of these results, their congruence within the context of the theoretical frameworks and practical implications are discussed.     

The effects of scaffolding metacognitive activities in small groups

This study examined the effects of scaffolds on triads’ metacognitive activities in complex open learning environments. In an experimental design, two experimental groups receiving scaffolds were compared with a control group. The experimental groups differed in the form of scaffolding messages used: structuring scaffolds vs. problematizing scaffolds. We analyzed the effects of scaffolding and the different forms of scaffolds on the amount of metacognitive activities of triads on the interpersonal plane. The results show that scaffolding has a significant effect on stimulating metacognitive activities; triads receiving scaffolds performed significantly more metacognitive activities on the interpersonal plane. Additionally, scaffolding also has a significant development effect; triads continue to show more metacognitive activities after the scaffolding is ceased. Finally, no significant differences between the two forms of scaffolding were found: triads receiving problematizing scaffolds did not showed more metacognitive activities during or after the scaffolding compared to triads receiving structuring scaffolds.     

Social networks,communication styles,and learning performance in a CSCL community

The aim of this study is to empirically investigate the relationships between communication styles, social networks, and learning performance in a computer-supported collaborative learning (CSCL) community. Using social network analysis (SNA) and longitudinal survey data, we analyzed how 31 distributed learners developed collaborative learning social networks, when they had work together on the design of aerospace systems using online collaboration tools. The results showed that both individual and structural factors (i.e., communication styles and a pre-existing friendship network) significantly affected the way the learners developed collaborative learning social networks. More specifically, learners who possessed high willingness to communicate (WTC) or occupied initially peripheral network positions were more likely to explore new network linkages. We also found that the resultant social network properties significantly influenced learners’ performance to the extent that central actors in the emergent collaborative social network tended to get higher final grades. The study suggests that communication and social networks should be central elements in a distributed learning environment. We also propose that the addition of personality theory (operationalized here as communication styles) to structural analysis (SNA) contributes to an enhanced picture of how distributed learners build their social and intellectual capital in the context of CSCL.     

基于角色和CSCL的智能网络协作模型

为深入研究智能Agent在开放动态的网络环境中的应用，把角色机制应用到网络学习环境中，提出了一种新型的基于CSCL的智能网络协作模型，给出了智能Agent的结构表示及功能，并从多角色的角度给出了模型中Agent的分类。最后以共同学习活动为例，对Agent之间基于角色的协作过程进行了形式化描述。     

Towards understanding the effects of individual gamification elements on intrinsic motivation and performance

Research on the effectiveness of gamification has proliferated over the last few years, but the underlying motivational mechanisms have only recently become object of empirical research. It has been suggested that when perceived as informational, gamification elements, such as points, levels and leaderboards, may afford feelings of competence and hence enhance intrinsic motivation and promote performance gains. We conducted a 2 × 4 online experiment that systematically examined how points, leaderboards and levels, as well as participants' goal causality orientation influence intrinsic motivation, competence and performance (tag quantity and quality) in an image annotation task. Compared to a control condition, game elements did not significantly affect competence or intrinsic motivation, irrespective of participants' causality orientation. However, participants' performance did not mirror their intrinsic motivation, as points, and especially levels and leaderboard led to a significantly higher amount of tags generated compared to the control group. These findings suggest that in this particular study context, points, levels and leaderboards functioned as extrinsic incentives, effective only for promoting performance quantity.     

The CSCL community in its first decade: development, continuity, connectivity

Ten years of international CSCL conferences (1995–2005) provide an occasion to reflect on the formation of the CSCL community. Based on quantitative analysis of conference proceedings, lists of participants and program committee members, and on qualitative study of policies and motives, this paper offers insights into the growth of the CSCL community in its first decade. The analysis focuses on participation at different levels of the community. In particular, focus is on the continuity of active and passive membership, the geographical distribution, and the international connectivity of the community. Contrary to expectations, only a relatively small number of people have participated continuously in the community. Concerning the geographical distribution, we found that the community is increasingly international in conference participation, authors, and program committees. The international connectivity of the community is also increasing, which can be seen in a growing number of citations and co-authorships across different countries. In order to interpret the results of our quantitative study, we conducted a qualitative, e-mail-based survey. In this survey we wanted to elaborate the policy of the conference organization, the reasons for international co-authorships and the motivations for participation in CSCL conferences. We contacted 84 members of different target groups (organizers, members of international co-authorships, and randomly selected participants on different levels of participation). The findings are suggestive for the further development of the CSCL community.     

The role of perceived organizational support,distributive justice and motivation in reactions to new information technology

Despite tremendous investments in information technology (IT), many technological interventions in organizations fail because employees do not fully accept and use IT. The present study explored how perceived organizational support and distributive justice affect employee reactions to new IT from a motivational point of view. Self-determination theory was used to understand how different motivational styles, varying in degree of self-determination, mediate the relationship of perceived organizational support and distributive justice with reactions to new IT. Results showed that perceived organizational support and distributive justice were associated with intrinsic and identified motivation to use the IT, but only POS was related to enjoyment and acceptance of the IT. Intrinsic and extrinsic motivation were both associated with IT usage, but IT usage was associated with enjoyment and acceptance only when people were intrinsically motivated. Intrinsic motivation also mediated the effects of POS on enjoyment and acceptance. Moreover, intrinsically motivated users were less likely to use a paper-based appointment booking alternative than those who were not. Implications for managing IT implementations are discussed.     

Investigating patterns of interaction in networked learning and computer-supported collaborative learning: A role for Social Network Analysis

The focus of this study is to explore the advances that Social Network Analysis (SNA) can bring, in combination with other methods, when studying Networked Learning/Computer-Supported Collaborative Learning (NL/CSCL). We present a general overview of how SNA is applied in NL/CSCL research; we then go on to illustrate how this research method can be integrated with existing studies on NL/CSCL, using an example from our own data, as a way to synthesize and extend our understanding of teaching and learning processes in NLCs. The example study reports empirical work using content analysis (CA), critical event recall (CER) and social network analysis (SNA). The aim is to use these methods to study the nature of the interaction patterns within a networked learning community (NLC), and the way its members share and construct knowledge. The paper also examines some of the current findings of SNA analysis work elsewhere in the literature, and discusses future prospects for SNA. This paper is part of a continuing international study that is investigating NL/CSCL among a community of learners engaged in a master’s program in e-learning.     

The impact of intrinsic motivation on e-learning in authentic computer tasks

Abstract Students with high intrinsic motivation often outperform students with low intrinsic motivation. However, little is known about the processes that lead to these differences. In education based on simulations or authentic electronic learning environments, this lack of insight is even more clear. The present study investigated what students actually did in an electronic learning environment that was designed as a game‐like realistic simulation in which students had to play the role of a junior consultant. The results show that students with high intrinsic motivation did not do more, rather they tended to do different things. Analysis of log files showed that the increased curiosity that students with high intrinsic motivation have, resulted in proportionally more explorative study behaviour. However, the learning outcomes of students with high intrinsic motivation were not better.     

Acceptance of Internet-based learning medium: the role of extrinsic and intrinsic motivation

This study is one of the few attempts to investigate students’ acceptance of an Internet-based learning medium (ILM). By integrating a motivational perspective into the technology acceptance model, our model captured both extrinsic (perceived usefulness and ease of use) and intrinsic (perceived enjoyment) motivators for explaining students’ intention to use the new learning medium. Data collected from 544 undergraduate students were examined through the LISREL VIII framework. The results showed that both perceived usefulness and perceived enjoyment significantly and directly impacted their intention to use ILM. Surprisingly, perceive ease of use did not posit a significant impact on student attitude or intention towards ILM usage. Implications of this study are important for both researchers and practitioners.     

Investigating the mediating role of online learning motivation in the COVID-19 pandemic situation in Bangladesh

The purpose of this paper is to investigate the mediating role of online learning motivation (OLM) in the COVID-19 pandemic situation in Bangladesh by observing and comparing direct lectures (DL), instructor–learner interaction (ILI), learner–learner interaction (LLI), and internet self-efficacy (ISE) as predictors of OLM and online learning satisfaction (OLS). Data were collected from 442 undergraduate and graduate students from more than 35 universities in Bangladesh. To test the hypotheses, the PLS-SEM approach was applied using SmartPLS 3.0. The study shows a significant mediating role of OLM between the independent variables and learning satisfaction. In addition, DL, ILI, and ISE are shown to be significant predictors of student satisfaction. The findings have a number of valuable implications for education policy makers, universities, instructors, and students. Moreover, the study suggests some new research perspectives to overcome the limitations of this research and to gain precise knowledge on students' learning motivation and satisfaction regarding other online classes for different categories of students (e.g., high school and college, professional, and PhD).     

Acceptance of the virtual item auctioning system in online games: The role of intrinsic motivation,extrinsic motivation,and trust

The virtual item auctioning system (VIAS) has economic potential as millions of online players trade their virtual items in an auction‐based environment. However, little empirical research has been conducted about understanding the factors affecting the decision to use the VIAS in online games. To address this gap, the current study uses the technology acceptance model (TAM) to explore the effects of extrinsic motivation‐perceived usefulness, intrinsic motivation‐flow, and trust on the decision to use the VIAS in online games. Three hundred and twenty‐eight surveys were gathered from the users of VIAS in online games. The research model was tested with the structural equation modeling technique, using AMOS 20. The results showed that intrinsic motivation is more important than extrinsic motivation in explaining the use of the VIAS. Furthermore, trust is a strong predictor of both intrinsic and extrinsic motivation. We conclude the study with the discussion of the findings, managerial implications, and suggestions for future research. © 2016 Wiley Periodicals, Inc.     

The effectiveness of adaptive difficulty adjustments on students' motivation and learning in an educational computer game

Computer games that adaptively adjust difficulty are used to continuously challenge players according to their abilities. The adjustment of difficulty occurs automatically in response to a game's ongoing assessment of a player's performance. This approach to difficulty adjustment is likely to be of value in educational computer games as a means of scaffolding learning for students. However, there is limited research evaluating the effectiveness of educational computer games with adaptive difficulty adjustment when compared to non-adaptive difficulty adjustment. To expand on this research a quasi-experimental study was designed to isolate the impact of the difficulty adjustment game element on motivation and learning. A total of 234 secondary school students were allocated to one of three activities involving learning about Spanish cognates: an adaptive difficulty adjustment game, an incremental difficulty adjustment game that was non-adaptive, and a written activity. The three learning activities were designed following the same learning and motivation theories. The two games were identical apart from the difficulty adjustment mechanism. The results for motivation indicated that all students experienced high levels and there was no significant difference between the three learning activities. The pre- and post-tests results for learning indicated that significantly higher learning outcomes were achieved by students who played the adaptive game. Analysis of a game log recording the correctness of students' responses indicated that the adaptive difficulty adjustment game, in contrast to the non-adaptive incremental difficulty adjustment game, provided a scaffolding structure to enhance student learning.     

Acceptance of blog usage: The roles of technology acceptance,social influence and knowledge sharing motivation

Recently, there has been a dramatic proliferation in the number of blogs; however, little is published about what motivates people to participate in blog activities. Based on the theory of reasoned action, we developed a model involving technology acceptance, knowledge sharing and social influences. A survey of 212 blog participants found strong support for the model. The results indicated that ease of use and enjoyment, and knowledge sharing (altruism and reputation) were positively related to attitude toward blogging, and accounted for 78% of the variance. On the other hand, social factors (community identification) and attitude toward blogging significantly influenced a blog participant's intention to continue to use blogs. Together they explain 83% of the variance of intention to blog.     

The foundations of a theory-aware authoring tool for CSCL design

One of the most useful ways to enhance collaboration is to create scenarios where learners are able to interact more effectively. Nevertheless, the design of pedagogically sound and well-thought-out collaborative learning scenarios is a complex issue. This is due to the context of group learning where the synergy among learners’ interactions affects learning processes and, hence, the learning outcome. Although many advances have been made to support the designing of collaborative learning scenarios through technology, a more systematic approach is lacking. With the limitations of the current designing methods and tools, it is difficult to develop intelligent authoring systems that can guide users in order to produce more effective collaboration. One of the main difficulties with creating a more consistent (computer-understandable) approach to designing collaboration is the necessity of proposing better ways to formalize the group learning processes. In this paper, we present an innovative approach that uses ontologies and concepts from learning theories to create a framework that represents collaborative learning and its processes. Ontologies provide the necessary formalization to represent collaboration, while learning theories provide the concepts to justify and support the development of effective learning scenarios. Such an approach contributes to establish the foundations for the development of the next generation of intelligent authoring systems referred to as theory-aware systems. To verify the viability and usefulness of our proposed ontological framework in the context of systematic design, the development and use of an intelligent authoring tool for CSCL design is presented. This system is able to reason on ontologies to give suggestions that help users to create theory-compliant collaborative learning scenarios. We carried out several experiments with teachers in a geometry drawing course and the results indicate that the system helps teachers to create and interchange their scenarios more easily and facilitates the selection of important pedagogical strategies that influence positively the designing and effectiveness of group activities.     

Understanding the role of competition in video gameplay satisfaction

One of the key elements in many video games is competition. Based on Self-Determination and Flow theories, this paper explores the process through which competition makes a video game satisfying. A structural model that examines the impacts of Situational Competitiveness (manipulated via modes of competition) and Dispositional Competitiveness (as a personality trait) on gameplay experience is proposed and validated. The results show that the perception of video game competitiveness has a strong effect on Flow experience and Satisfaction. While an individual’s personality impacts the perception of a game’s competitiveness, this perception can also be influenced by the mode of competition.