E‐motivation! The role of popular technology in student motivation and retention

Price, Fiona; Kadi-Hanifi, Karima

doi:10.1080/13596748.2011.575278

Cited by 15 publications

(10 citation statements)

References 23 publications

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“…Furthermore, Bitner and Bitner (2002) stressed the importance of the integration of technology into the curriculum as what matters the most when studying the technology effects on educational contexts. In other words, the technology itself does not necessarily foster student motivation (Kleiman, 2000), but the activities supported by technology could have the potential to have a positive impact on students’ motivation (Price & Kadi-Hanifi, 2011). According to the literature review of Huang, Huang, and Tschopp (2010, p. 790), “[motivation] is the essential element to initiate and sustain learning and performance”.…”

Section: Educational Technologies and Motivationmentioning

confidence: 99%

Learning Mechanics and Game Mechanics Under the Perspective of Self-Determination Theory to Foster Motivation in Digital Game Based Learning

Proulx

Roméro

Arnab

2016

Simulation & Gaming

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Background: Using digital games for educational purposes has been associated with higher levels of motivation among learners of different educational levels. However, the underlying psychological factors involved in digital game based learning (DGBL) have been rarely analyzed considering self-determination theory (SDT, Ryan & Deci, 2000b); the relation of SDT with the flow experience (Csikszentmihalyi, 1990) has neither been evaluated in the context of DGBL.Aim: This article evaluates DGBL under the perspective of SDT in order to improve the study of motivational factors in DGBL. Results:In this paper, we introduce the LMGM-SDT theoretical framework, where the use of DGBL is analyzed through the Learning Mechanics and Game Mechanics mapping model (LM-GM, Arnab et al., 2015) and its relation with the components of the SDT. The implications for the use of DGBL in order to promote learners' motivation are also discussed.

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Section: Educational Technologies and Motivationmentioning

confidence: 99%

Learning Mechanics and Game Mechanics Under the Perspective of Self-Determination Theory to Foster Motivation in Digital Game Based Learning

Proulx

Roméro

Arnab

2016

Simulation & Gaming

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“…Les différentes modalités de cours sont considérées dans les analyses. À notre connaissance, les recherches internationales et nord-américaines réalisées au postsecondaire poursuivant cet objectif sont très rares, Lakhal et Bazinet (2015) cités plus haut en ont recensé quinze en tout : Ariadurai et Manohanthan (2008), Bocchi, Eastman et Swift (2004), Dinov, Sanchez et Christou (2008), Doherty (2006), Fey, Emery et Flora (2008, Hachey et al (2014), Ibrahim, Rwegasira et Taher (2007), Johnson et Galy (2013), Joo, Joung et Sim (2011, Kluwin et Noretsky (2005), Müller (2008), Ojokheta (2010), Price et Kadi-Hanifi (2011), Sutton et Nora (2008) et Xenos, Pierrakeas et Pintelas (2002. Les recherches québécoises poursuivant cet objectif sont, à notre connaissance, inexistantes.…”

Section: Introductionunclassified

Les déterminants technologiques de la persévérance des étudiants dans les cours à distance de niveau collégial : Les modalités de cours jouent-elles un rôle?

Lakhal

2019

CJLT

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L’objectif de cette étude est d’identifier et d’analyser les déterminants technologiques de la persévérance dans les cours à distance de niveau collégial (n=61), issus du modèle Unified theory of acceptance and use of technology (UTAUT). Les résultats des analyses par équations structurelles (Partial Least Square) indiquent que parmi ces derniers déterminants, seulement les conditions facilitantes ont un impact significatif et positif sur l’intention comportementale d’utiliser les technologies des cours à distance (R2=54%) définie comme l’intention de l’étudiant de réaliser ce comportement, qui a son tour a un effet significatif et positif sur la persévérance, définie par l’intention de finir le cours à distance auquel l’étudiant est inscrit (R2=14,2%) et par l’intention de s’inscrire dans le futur dans d’autres cours à distance (R2=65%). Les analyses des ANOVA font ressortir des différences significatives entre les groupes d’étudiants assignés à des modalités différentes de cours à distance sur tous les facteurs technologiques laissant présager que des analyses différenciées, selon la modalité de cours, devraient être envisagées dans le futur. This study aims to identify and analyze the technological determinants of persistence in college distance education courses (N=61), derived from the Unified theory of acceptance and use of technology (UTAUT) model. The results of the structural equation analyses (Partial Least Square) revealed that among these determinants, only facilitating conditions have a significant and positive impact on the behavioural intention to use distance learning technologies (R2 = 54%) defined as the student’s intention to display this behaviour. Moreover, behavioral intention to use distance learning technologies has a significant and positive effect on persistence, defined as the intention to finish the distance education course in which the student is enrolled (R2 = 14.2 %) and the intention to enroll in other distance education courses in the future (R2 = 65%). The ANOVA analyses revealed significant differences between the groups of students assigned to different courses delivery modes on all the technological factors, suggesting that differentiated analyses, depending on the course delivery mode, should be performed in the future.

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“…I call this innovative application of technology e-motivation. Students used communication technology to transform their attitude, to change from wanting to leave to being motivated to stay" (Price & Kadi-Hanifi, 2011). Motivation has not only an energizing or activating character on adult behavior but also one that directs behaviors.…”

Section: The Motivation Of Learning In Adultsmentioning

confidence: 99%

Study On Adult Learning Motivation

Ilie

2019

International Journal of Human and Behavioral Science

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There are several theories and models that explain adult learning. In adulthood, people are self-directed, they resort to experiential and transformative learning. Influenced by a number of bio-psycho-socio-cultural aspects, adult learning is based on strong motivation. In recent decades, there have been explored various reasons that stimulate people to engage in continuous learning or training activities. People have different purposes and interests, to which they give a less or greater importance. Some people are strongly motivated to have professional success, others are more interested in positive social contacts (the need for affiliation) or in interpersonal power (the need for power). Starting from these considerations, we developed a study on adult motivation. The adults included in the sample are trainees of the University of Craiova, enrolled in the psycho-pedagogic module, postgraduate. The proposed goal is to identify the reasons that are the basis of lifelong learning. We have assumed that there is a wide range of reasons that determine adults to learn, and that it is necessary to know them exactly when designing and unfolding the educational programs they are involved in. The research instrument we have used is the questionnaire and the results obtained from its application are the starting point in the discussions and conclusions of this study.

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E‐motivation! The role of popular technology in student motivation and retention

Cited by 15 publications

References 23 publications

Learning Mechanics and Game Mechanics Under the Perspective of Self-Determination Theory to Foster Motivation in Digital Game Based Learning

Learning Mechanics and Game Mechanics Under the Perspective of Self-Determination Theory to Foster Motivation in Digital Game Based Learning

Les déterminants technologiques de la persévérance des étudiants dans les cours à distance de niveau collégial : Les modalités de cours jouent-elles un rôle?

Study On Adult Learning Motivation

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