Microcomputers in education: Motivational and social issues.

Abstract

This article presents a conceptual analysis of four sets of research issues raised by the rapid intrusion of microcomputers into the lives of children. The first involves use of the computer as a vehicle for studying the determinants of intrinsic motivation. The second involves the study of the relationships between intrinsic motivation and instructional effectiveness in educational software. The third class of issues involves the empirical examination of contrasting philosophies of instruction embodied in different current approaches to the design of computer-based educational programs. The final set of issues concerns the effects of the widespread introduction of the computer on social equality, the process of social development, and the goals of formal education. Both the theoretical and practical significance of research in these areas is examined.

Going the Distance with Distance Learning: An analysis of Motivational Factors that Influence E-Learning Course Completion Rates

“…Other findings support the notion that different forms of motivation may come about more through conjunction of specific person-environment matches (Lepper, 1985;Lepper and Chabay, 1985;Lepper and Malone, 1987). Such findings suggest that people may be stimulated by different instructional methods that are more "in-line" with their goals and desires.…”

Observational learning from animated models: effects of studying–practicing alternation and illusion of control on transfer

“…In general an internal locus of control is believed to increase intrinsic motivation, which is associated with better performance (Fazey and Fazey 2001). In order to develop a sense of internal locus of control, it is argued that the learning environment must be obviously responsive to learner choices-individuals must perceive that the relevant changes in the instruction are a result of their decisions (Lepper 1985). With illusion of control the learning environment is obviously not responsive to learner choices and no sense of internal locus of control may develop.…”

Effective Instruction with Microcomputers: Promises, Practices, and Preliminary Findings

“…Drill-and-practice software, one of the most common applications of microcomputer software in special education settings (Reith, 1986;Russell, 1986), has drawn a lot of rhetoric from educators (e.g., Gagne, 1983;Garson, 1983;Hofmeister, 1984;Lepper, 1985;Lesgold, 1983;Russell, 1983;Turkel & Podell, 1984). Some are very critical.…”