Can learning motivation predict learning achievement? A case study of a mobile game-based English learning approach

Tsai, Chia Hui; Cheng, Ching‐Hsue; Yeh, Duen-Yian; Lin, Shih-Yun

doi:10.1007/s10639-016-9542-5

Cited by 45 publications

(39 citation statements)

References 29 publications

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“…In general, we confirmed that learning motivation is related to students’ learning outcomes in AR experiences in VET. Other researchers have found similar results in other educational contexts ( Paechter et al, 2010 ; Castillo-Merino and Serradell-López, 2014 ; Eom and Ashill, 2016 ; Cabero et al, 2017 ; Tsai et al, 2017 ).…”

Section: Hypotheses Testing and Resultssupporting

confidence: 74%

Insights Into the Factors Influencing Student Motivation in Augmented Reality Learning Experiences in Vocational Education and Training

et al. 2018

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Research on Augmented Reality (AR) in education has demonstrated that AR applications designed with diverse components boost student motivation in educational settings. However, most of the research conducted to date, does not define exactly what those components are and how these components positively affect student motivation. This study, therefore, attempts to identify some of the components that positively affect student motivation in mobile AR learning experiences to contribute to the design and development of motivational AR learning experiences for the Vocational Education and Training (VET) level of education. To identify these components, a research model constructed from the literature was empirically validated with data obtained from two sources: 35 students from four VET institutes interacting with an AR application for learning for a period of 20 days, and a self-report measure obtained from the Instructional Materials Motivation Survey (IMMS). We found that the following variables: use of scaffolding, real-time feedback, degree of success, time on-task and learning outcomes are positively correlated with the four dimensions of the ARCS model of motivation: Attention, Relevance, Confidence, and Satisfaction. Implications of these results are also described.

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Section: Hypotheses Testing and Resultssupporting

confidence: 74%

Insights Into the Factors Influencing Student Motivation in Augmented Reality Learning Experiences in Vocational Education and Training

et al. 2018

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“…In order to encourage learners' positive attitudes/experience, language teachers could implement game-based learning in their classrooms. Tsai et al [38] found out that the learning motivation and achievement of the students siginificantly increased through a 8-week mobile game-based English learning in the Taiwanese learning environment. Hence, selecting the suitable materials, interesting themes, and topics designed for a specific group of learners has crucial impact on learners' decision to pursue L2 learning in their lives.…”

Section: Discussionmentioning

confidence: 99%

“…The results showed that motivated learners received higher scores, which indicates that there is a positive correlation between motivation and language achievement. Tsai et al [38] investigated whether learning motivation is a good estimator for learning achievement after conducting a 8-week mobile game-based English learning intervention. 38 Taiwanese vocational high school students participated in the study.…”

Section: L2 Motivation and Learner Variablesmentioning

confidence: 99%

Preparatory School Students' English Language Learning Motivation: A Sample from Turkey

Altiner¹

2018

ujer

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Motivation is one of the most crucial factors in language learning achievement and it should be taken into account for a good language education program. However, research has shown that language teachers often do not have enough knowledge about students' specific motivations for studying second language. Hence, the main goal of this study is to explore Turkish EFL learners' motivation in studying a second language. Also, the relationships between learners' motivation and different variables such as gender, interest in continuing English language learning and achievement scores were investigated. A total of 105 voluntary English learners enrolled in a preparatory school participated in this study. Wen's [1] motivation questionnaire was adopted in order to investigate the motivation of English language learners. With regard to gender differences in language learning motivation, this study found no significant difference between female and male students in their English learning motivation. Secondly, the findings revealed that it is highly possible for learners who possess positive attitudes towards L2 culture, appreciate their learning context, and follow the cultural media to continue their language learning in their lives. Lastly, positive learning attitudes/experience and intended efforts were found to have the greatest influence on participants' latest English midterm scores.

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“…The results pointed out that the academics have moderately positive attitudes towards the acceptance of M-learning regardless of age and gender differences. Also, a study conducted by [19], revealed that iPad-based M-learning is an effective gadget for problem-based learning in the UK, and it could create a new pedagogical model.…”

mentioning

confidence: 99%

Students and Educators Attitudes towards the use of M-Learning: Gender and Smartphone ownership Differences

Al-Emran

Alkhoudary

Mezhuyev

et al. 2019

Int. J. Interact. Mob. Technol.

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Mobile learning (M-learning) is relatively becoming a hot topic that attracted the interest of many scholars. Although M-learning is spreading rapidly across many countries in the world, studying the students and educators’ attitudes towards its usage is still in short supply. This study is considered one of the few that attempts to examine the students and educators’ attitudes towards the use of M-learning by focusing on gender and smartphone ownership differences. The data were collected through a questionnaire survey from eight different universities in Dubai, United Arab of Emirates. 141 students and 31 academics participated in the study. The results indicated that the male students and academics were more likely to use the M-learning systems than the females. Moreover, the students and academics who own smartphones were more likely to use the M-learning systems than those who do not so.

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Can learning motivation predict learning achievement? A case study of a mobile game-based English learning approach

Cited by 45 publications

References 29 publications

Insights Into the Factors Influencing Student Motivation in Augmented Reality Learning Experiences in Vocational Education and Training

Insights Into the Factors Influencing Student Motivation in Augmented Reality Learning Experiences in Vocational Education and Training

Preparatory School Students' English Language Learning Motivation: A Sample from Turkey

Students and Educators Attitudes towards the use of M-Learning: Gender and Smartphone ownership Differences

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