Impact on Student Motivation by Using a QR-Based U-Learning Material Production System to Create Authentic Learning Experiences

Abstract

This study developed a QR-based U-Learning Material Production System (QR-ULMPS) that provides teachers with an education tool to motivate college level students enrolled in a liberal arts course. QR-ULMPS was specifically designed to support the development of u-learning materials and create an engaging context-aware u-learning environment for students. A quasi-experimental research design was used to evaluate the overall effectiveness of QR-ULMPS; the Unified Theory of Acceptance and Use of Technology (UTAUT) assessed the feasibility of using QR-ULMPS to implement teaching activities; while the Instructional Materials Motivation Survey (IMMS) was used to measure the students' learning motivation after using the proposed u-learning system. From the results of the UTAUT questionnaire, we found that teachers rated the system postively and were willing to accept and adopt QR-ULMPS into their course content. Teachers also agreed that QR-ULMPS was a useful tool to motivate students' learning during outdoor teaching activities. Moreover, results of the IMMS questionnaire indicated that students assigned to the proposed u-learning system achieved better results than participants learning via conventional methods. We believe that the proposed u-learning system is advantageous because it enhances student motivation and allows for higher levels of engagement, particularly during outdoor learning activities. Thus, we conclude that the proposed u-learning system can create a learning experience that both interests and engages students. Although QR-ULMPS is not mature enough to be used across a sundry of educational domains, it provides an innovative opportunity for teachers to integrate a novel teaching methodology that challenges traditional educational norms.

Framework for designing motivational augmented reality applications in vocational education and training

“…As for the confidence dimension, students in the experimental group reported higher levels than those using the traditional learning materials. This result is in agreement with other studies that have demonstrated that AR applications are useful for supporting the confidence dimension of motivation (Chen et al, 2016;Chiang et al, 2014;Chin et al, 2015), and may suggest that students perceived that they can succeed in the learning activities and that they have greater control over their learning process. This result might be explained by the fact that the components of the framework implemented in the AR applications allowed students to learn at their own pace and allowed them, in this particular learning domain of chemistry, to explore multiple possibilities for solving problems and obtain automatic feedback, which is something that is not possible to achieve directly with traditional learning materials.…”

“…This might suggest that the learning experience based on our framework captured student interest, created curiosity and helped students to focus on the key information of the learning content. This result supports previous studies reporting the positive impact AR applications have on the attention dimension (Chen et al, 2016;Chiang et al, 2014;Chin et al, 2015;Ibanez et al, 2015).…”

“…The instructional materials motivation survey (IMMS) (Keller, 2010) measures motivation levels in accordance with the ARCS motivation model. Other studies have successfully applied this survey (Cronbach α = 0.96) to measure students' levels of motivation in AR learning experiences (Chiang et al, 2014;Chin, Lee, & Chen, 2015). However, unlike other studies in the literature, in our study all 36 survey questions were maintained to avoid affecting the reliability of the instrument.…”

Strategy of Improving Student Achievement in English Learning through Concentration Approach

“…Student response to learning implementation consists of components, among others: (1). Compliance of the lecture with the lesson plan (learning implementation plan); (2) Discipline of lecturer on time of college; (3) The ability of lecturers in the presentation of lecture materials; (4) The ability of lecturers to motivate students; (5) The ability of lecturer improvisation; (6) Interaction of lecturers and students; (7) Conformity of exam with course material; (8) Lecturer's service to students; (9) The use of teaching aids by lecturers and (10) Mastery of material by lecturers [5]- [6]- [7]- [8]. The determinant factors that are not less important to the above are the degree of student satisfaction with facilities and utilization of institutional resources [9]- [10]- [11].…”

Design Modeling System of Achievement Motivation of Vocational Student Using Radian Basis Function Network Algorithm

“…Because of that, achievement motivation is importance to be empowered in the learning process of vocational education for involve the student directly in the learning process so the student performance becomes maximal (Purwaningsih & Suwarno, 2016;Ergül & Kargın, 2014). Achievement motivation will encourage the student to always work hard in maintaining and improving their best achievement and to be afraid of failure (Chin, Lee, & Chen, 2015;Litzinger, Lee, Wise, & Felder, 2007).…”