The surplus value of an authentic learning environment |
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| Affiliation: | 1. Office of Research, Endeavour College of Natural Health, Level 2, 269 Wickham St., Fortitude Valley, Brisbane, QLD, Australia;2. Australian Research Centre in Complementary and Integrative Medicine, Faculty of Health, University of Technology Sydney, Level 7, Building 10, Jones St., Ultimo, Sydney, NSW, Australia;3. Research Institute for Professional Practice, Learning and Education (RIPPLE), Charles Sturt University, Wagga Wagga, Australia;1. KM&EL Lab, Faculty of Education, The University of Hong Kong, Hong Kong, China;2. Welten Institute, Open University of the Netherlands, Netherlands;3. University of Oulu, Finland;4. Department of Learning Technologies, University of North Texas, USA;5. Instructional Psychology and Technology, Department of Educational Psychology, University of Oklahoma, USA;1. Department of Educational Studies, University of South Carolina, Columbia, USA;2. Department of Educational and Counselling Psychology, McGill University, Montreal, Canada;3. Department of Psychology, University of Munich, Munich, Germany;4. Institute for Positive Psychology and Education, Australian Catholic University, Sydney, NSW, Australia;5. Division of Cardiac Surgery, McGill University, Montreal, Canada;6. Steinberg Centre for Simulation and Interactive Learning, McGill University, Montreal, Canada |
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| Abstract: | 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. |
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