A study of learning and motivation in a new media enriched environment for middle school science

Abstract

This study examines middle school students' learning and motivation as they engaged in a new media enriched problem-based learning (PBL) environment for middle school science. Using a mixed-method design with both quantitative and qualitative data, we investigated the effect of a new media environment on sixth graders' science learning, their motivation, and the relationship between students' motivation and their science learning. The analysis of the results showed that: Students significantly increased their science knowledge from pretest to posttest after using the PBL program, they were motivated and enjoyed the experience, and a significant positive relationship was found between students' motivation scores and their science knowledge posttest scores. Findings were discussed within the research framework.Keywords Motivation Á Engagement Á New media technology Á Problem-based learning Á Middle school science Research shows that motivation plays an important role in influencing learning and achievement (Ames 1990). When sufficiently motivated, students tend to approach challenging tasks more eagerly, persist in difficult situations, and take pleasure in their achievement (Stipek 1993). Strong correlations have been found between intrinsic motivation and academic achievement (Cordova and Lepper 1996;Lepper et al. 2005). Research has also shown that instructional context strongly affects students' motivation. Instructional materials that are challenging, give students choices, and promote perceived autonomy and self-determination can positively effect motivation (Hidi and Harackiewicz 2000).Second through fourth authors are listed in an alphabetical order.

Technology Enhanced PBL in HCI Education: A Case Study

“…Based on the questionnaire results, participants demonstrated high levels of communication and interaction and found class activities useful and valuable. Furthermore, our results lend support to previous studies indicating that engagement and motivation are highly rated in technology enhance PBL environments or curriculums, especially when including multimedia [16]. Students' exhibit enthusiasm and positive attitude towards the course and group activities as identified within the qualitative feedback.…”

“…The second main pathway in the use of technology in PBL is multimedia. Researchers created multimedia enriched environments successfully increasing students' motivation [15] [16]. Due to their popularity [17], games were also embraced by PBL community, with efforts made to understand game elements that can lead to the improvement of educational technologies, enhancing students' engagement [18].…”

Examining How Middle School Science Teachers Implement a Multimedia-enriched Problem-based Learning Environment

“…Although verifying such perceptions is not the focus of this study, the clear indication of students' enjoyment of the program and motivation to use it is an important step to help students learn. This finding is consistent with other studies that examined the effects of the PBL program on students' learning and motivation, showing significant gains in science knowledge (Liu, Hsieh, Cho, & Schallert, 2006;Liu et al, 2009;Liu, Horton, Olmanson, & Toprac, 2011).…”

A dynamic analysis of why learners develop a preference for autonomous learners in computer-mediated communication

“…the perceived experience that a learner's behaviour is self-determined, autonomous, or intrinsically motivated) has a strong impact on learning outcomes Liu, Horton, Olmanson, & Toprac, 2011;Martens, Gulikers, & Bastiaens, 2004;Rienties, Tempelaar, Van den Bossche, Gijselaers, motivation, that is a drive to learn based on the satisfaction and pleasure of the activity of learning itself rather than external rewards, significantly predicted science knowledge post-test scores in a blended science game. found that perceived autonomy of 262 learners was the most significant factor predicting learning outcomes in two distance education programmes.…”