Students’ Motivation for Learning in Virtual Learning Environments

Beluce, Andrea Carvalho; Oliveira, Katya Luciane de

doi:10.1590/1982-43272560201513

Cited by 37 publications

(31 citation statements)

References 19 publications

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“…Regarding the extrinsic motivation, in turn, the ICTCreat Group presented a higher level than the NoICT Group. This finding goes against studies suggesting that ICT increase students' intrinsic motivation, who in turn also tend to present less extrinsic motivation (Beluce & Oliveira, 2015;Giesbers, Rienties, Tempelaar, & Gijselaers, 2013).…”

Section: Discussioncontrasting

confidence: 94%

Creative use of information and communication technologies according to university professors and students

Vilarinho-Pereira

Fleith

2021

Estud. psicol. (Campinas)

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The purpose of this study was to investigate the role of technologies in fostering students’ creativity and motivation in university classrooms, according to professors and students. Nine professors from three groups – those who use information and communication technologies creatively, those who make traditional use of these technologies, and those who do not use information and communication technologies –, were interviewed. Additionally, 249 students completed the Inventory of Teaching Practices for Creativity in Higher Education and the Motivation Scale for Learning. In the professors’ report, it was not noticed a link between technology and the development of creativity. Students whose teachers did not use information and communication technologies evaluated the teaching practices for creativity more positively. The use of digital technologies in the classroom should be planned according to the purposes that are sought to achieve.

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Section: Discussioncontrasting

confidence: 94%

Creative use of information and communication technologies according to university professors and students

Vilarinho-Pereira

Fleith

2021

Estud. psicol. (Campinas)

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“…También se mencionan ventajas educativas generales del OVA, como la motivación y la contribución al aprendizaje; en efecto, es bien conocido el carácter motivador de los recursos virtuales de aprendizaje (Beluce y Oliveira, 2015), así como la posibilidad de estas herramientas de promover procesos de aprendizaje (Berçot et al, 2013).…”

Section: Percepciones Sobre La Aplicabilidad Del Ovaunclassified

Naturaleza de la ciencia en un objeto virtual de aprendizaje para el profesorado de ciencias en formación

2021

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RESUMEN • Nos propusimos validar un objeto virtual de aprendizaje (OVA) sobre un episodio de historia de la ciencia del siglo xviii para enseñar naturaleza de la ciencia (NOS). La aplicación del OVA en formación de profesorado permitió su evaluación en contexto. El episodio histórico elegido concernió los estudios del naturalista Charles Bonnet, que construyó argumentos en favor de la idea de reproducción asexual en animales. Desarrollamos el OVA como sitio web, guiados por presupuestos teóricos sobre el uso de narrativas en la educación científica; elaboramos una «historia de la ciencia» con textos breves y material de fuentes primarias. En la narrativa intercalamos indagaciones basadas en problemas auténticos para abordar la NOS. El análisis de la aplicación del OVA con futuros profesores de biología evidenció resultados positivos en términos de la identificación de algunas «ideas clave» de NOS.

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“…When a 2D image is observed, the brain attempts to reproduce a 3D situation where information is lost, as each person subjectively interprets what they see according to their experience, knowledge, and other factors (Nedeva et al, 2017). 3D image modeling is a key element in today's research (Beluce et al, 2015). The use of 3D modeling and animation, being actively involved in education provides teachers with new tools to help learners more easily perceive the learning material, increase their motivation, and help accelerate the learning of large volumes of knowledge (Petkov, 2017).…”

Section: Introductionmentioning

confidence: 99%

3d Innovation Technologies in Education

Lebamovski

Gospodinov

2019

CBUP

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Introduction: Studying the discipline of stereometry is difficult for students who do not have spatial imagination. To overcome this problem, software applications are being created in addition to traditional training methods to improve the understanding of 3D geometry. Objectives: The subject of this article is the presentation of the functionality and tools of a created software application in teaching stereometry, with the help of which students will construct, observe, measure and study 3D geometric shapes, as well as create dynamic images. Methods: The methods: stereoscopy, polygon triangulation, cleaning/extrusion, and level of detail were used to create 3D geometric shapes via the software application designed for the secondary education of the Bulgarian students in stereometry Results: The software application created the following objects in 3D space: regular prism (three to six sides), general threesided prism, special four-sided prism, regular pyramid (three to six sides), cube, sphere, cone and cylinder. The parameters of any geometric object can be adjusted, including the height and length of the sides, the slope of the sides, the number of sides, etc. Each object can be gradually opened or closed from its main network to the geometric object. Each parameter correction is interactive and visible immediately. Geometric shapes can be rotated in space, zoomed in to or out of, and viewed as a solid object or transparent net, as well as have the ability to change colors. Conclusion: With the software application created, new opportunities for teaching and learning in the subject of stereometry are provided, which helps students to more easily understand spatial geometry and the ability of teachers to explain abstract problems in 3D geometry.

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Students’ Motivation for Learning in Virtual Learning Environments

Cited by 37 publications

References 19 publications

Creative use of information and communication technologies according to university professors and students

Creative use of information and communication technologies according to university professors and students

Naturaleza de la ciencia en un objeto virtual de aprendizaje para el profesorado de ciencias en formación

3d Innovation Technologies in Education

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