A Proposed Framework to Understand the Intrinsic Motivation Factors on University Students’ Behavioral Intention to Use a Mobile Application for Learning

Shroff, Ronnie H.; Keyes, Christopher J.

doi:10.28945/3694

Cited by 31 publications

(22 citation statements)

References 61 publications

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“…According to previous studies, the actual use of an innovative information technology (IT) is approximately 40% attributed to behavioural intention to use the IT (Venkatesh & Bala, 2008). Behavioural intention is defined as a person's perceived likelihood that he or she will be engaged in a particular behaviour (Shroff & Keyes, 2017). Self-efficacy is identified as one of the important antecedents for the behavioural intention to use an innovative IT such as smartphones (Y.…”

Section: Interaction Competency Smartphone Selfefficacy and Behavmentioning

confidence: 99%

How does the smartphone usage of college students affect academic performance?

Han

2018

Computer Assisted Learning

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The present study aims to investigate the effects of smartphone use by college students on their perceived academic performance. Using five hypotheses derived from the literature related to smartphone use, the initial model was set up for path analysis to reveal the relationships among variables regarding college students' smartphone use in the academic setting. Moreover, multiple group analyses were additionally conducted to verify whether students exhibited different relationships in the hypothesized model depending on their majors. The results from path analyses showed that all path coefficients were positive and statistically significant, which indicated that all five hypothesized paths were supported. Above all, the results from multiple group analysis showed that one path (from Behavioural Intention to Use Smartphone to Academic Performance) differed significantly across groups. The findings from the current study provide educational policymakers and educators with information on how smartphone utilization in learning activities influences students' academic performance.

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Section: Interaction Competency Smartphone Selfefficacy and Behavmentioning

confidence: 99%

How does the smartphone usage of college students affect academic performance?

Han

2018

Computer Assisted Learning

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“…In conclusion, the findings highlight the potential of tasks that involve gaming to contribute to the enhancement of intrinsic motivation, engagement and team building, which are so essential in educational context, as well as, future professional development as psychologist. As an example, It is well established that intrinsic motivation exerts a key and crucial influence on a wide arrange of learning outcomes, as achievement, satisfaction, and performance expectations [20] [15]. More research is needed to fully examine games based learning effects and determine how to achieve the best sustained intrinsic motivation, engagement and team building.…”

Section: Discussionmentioning

confidence: 99%

Enhancing Motivation, Engagement and Team Building Among Psychology Undergraduates Through Game Base Learning

Martín-Hernández¹,

Nieto²,

Azkue³

et al. 2018

EDULEARN Proceedings

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Regardless of their form, educational games have as primary purpose educating or training. In the higher university context, serious games, gamification and game-based learning, are designed to make educational processes more efficient. A growing body of research has shown that the incorporation of games in the classroom is often more effective than traditional teaching methods in terms of active participation, concentration, development of social and solving problems skills, academic achievements and performance among university students. Furthermore, games can enhance intrinsic motivation, flow experiences, and engagement, as well as some relevant key groups' skills as teamworking. In order words, learning would be interesting, motivating, engaging, funny and effective through games. However, a substantial part of the aforementioned results regard to usefulness and relevance of game based learning, come from digital games. In this sense, it has been noted that digital game environments cannot provide face-to-face interaction, while in a classroom situation, student-student interactions could exert a profound impact on learning. Game based learning based on this face-toface interaction could be even more crucial in the case of Psychology undergraduates. As future psychologists, they will often have to work, on the basis of that face-to-face interaction, managing groups and work teams that will have to be effective. An important part of key knowledges to develop such competence must be learned in the classroom of Groups Psychology, at the end of the third course of Psychology Degree. In this context, the main objective of this work is to evaluate the effects of a group simulation gamebased learning experience, in terms of intrinsic motivation, engagement and teamworking amongst psychology undergraduates. Such game-based learning experience implies for the undergraduates to use some of the learnings and knowledges related to the physical and social environment of the groups that will be easier acquired and interiorized through this game. Psychology undergraduates are confronted in small groups-around five members-to a new and a potential stressing situation that needs a fast and effective solution. Our results, in a sample composed by the 31 Psychology Undergraduates that participated in the game, based on face-to-face interaction, showed that after it, undergraduates' intrinsic motivation was higher, as well as, they experienced more engagement, and a stronger sense of team building within their own work group. We think these findings are useful in order to foster intrinsic motivation, engagement, and team working among university students.

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“…Game-based learning is an interactive learning methodology and instructional design strategy that integrates educational content and gaming elements, by delivering interactive, game-like formats of instruction to learners [55]. Moreover, game-based learning integrates aspects of experiential learning and intrinsic motivation with game applications that have explicit learning goals, thereby allowing learners to engage in complex, problem-solving tasks and activities that mirror real-world, authentic situations [56,57]. For example, results from a study conducted by Snow et al, [58] demonstrated that a computer game simulation of Newton's laws of motion was actively effective in helping non-physics students understand key concepts of force.…”

Section: Game-based Learning In Mathematics In Tertiary Education In mentioning

confidence: 99%

Active Learning via Problem-Based Collaborative Games in a Large Mathematics University Course in Hong Kong

2019

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Research has demonstrated the positive impact of active learning on students’ learning outcomes, particularly in science, technology, engineering and mathematics (STEM) fields. However, few studies have explored the impact of active learning via problem-based collaborative games in large mathematics classes in the context of Asian tertiary education. This study assesses the effects of active learning on students’ learning outcomes using class test scores and the calculus concept inventory (CCI) to test the conceptual understanding of the basic principles of differential calculus, in a first year calculus course in Hong Kong. Three hypotheses were tested to determine the effects of game-based collaborative learning on learning mathematics among students. Active learning through a problem-based collaborative learning methodology was employed, using Kahoot!, a game-based learning platform. Results supported all three hypotheses, demonstrating a statistically significant increase in students’ conceptual understanding and examination performance, based upon their individual perceptions of active engagement and time spent in active learning. Our results indicated that active learning “levels the playing field”, in the sense that students with less pre-requisite background knowledge, using a problem-based collaborative learning methodology, were relatively more inclined to catch up or even exceed the performance of students with a stronger prerequisite background knowledge, at the end of the course.

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A Proposed Framework to Understand the Intrinsic Motivation Factors on University Students’ Behavioral Intention to Use a Mobile Application for Learning

Cited by 31 publications

References 61 publications

How does the smartphone usage of college students affect academic performance?

How does the smartphone usage of college students affect academic performance?

Enhancing Motivation, Engagement and Team Building Among Psychology Undergraduates Through Game Base Learning

Active Learning via Problem-Based Collaborative Games in a Large Mathematics University Course in Hong Kong

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