The impact of intrinsic motivation on e‐learning in authentic computer tasks

Abstract

Students with high intrinsic motivation often outperform students with low intrinsic motivation. However, little is known about the processes that lead to these differences. In education based on simulations or authentic electronic learning environments, this lack of insight is even more clear. The present study investigated what students actually did in an electronic learning environment that was designed as a game-like realistic simulation in which students had to play the role of a junior consultant. The results show that students with high intrinsic motivation did not do more, rather they tended to do different things. Analysis of log files showed that the increased curiosity that students with high intrinsic motivation have, resulted in proportionally more explorative study behaviour. However, the learning outcomes of students with high intrinsic motivation were not better.

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.…”

“…While an increasing number of studies have indicated that self-determination of learners influences learning outcomes, only a limited number of studies have focussed on the role of self-determination in actual social interaction processes and behaviour of learners in CMC (Järvelä et al, 2011;Martens et al, 2004;Renninger, Cai, Lewis, Adams, & Ernst, 2011;Rienties, 2010). In order to better understand why drop-out rates in CMC are substantial (Nagel, Blignaut, & Cronjé, 2009;Rovai, 2003), and how teachers can design learning environments that continuously motivate learners to actively engage with the task (Järvelä & Häkkinen, 2002;Kirschner, Strijbos, Kreijns, & Beers, 2004;Liu et al, 2011;Nagel et al, 2009), we argue that it is important to understand the complex learning dynamics that occur in CMC and how the degree of self-determination influences behaviour of learners and teams in online settings.…”

“…By bringing together three (separate) research disciplines of motivational science (Järvelä et al, 2011;Ryan & Deci, 2000), CMC for education (Järvelä & Häkkinen, 2002;Luppicini, 2007;Martens et al, 2004), and social network science (Barabási & Albert, 1999;Garton, Haythornthwaite, & Wellman, 1997), we aim to provide a more comprehensive understanding about why participation and contribution to communication in online courses and distance education settings is often unevenly distributed over the participants and teams. Finally, we will address how teachers can improve their instructional design to facilitate learners with different motivational profiles.…”

A Flip Blended Learning Approach for ePUB3 eBook-based Course Design and Implementation

“…In addition to the many existing contents delivery ways such as internet-based, multimedia, social media, and virtual/augmented reality (Bermejo, 2005;Blank, et al, 2003;Bressler and Bodzin, 2013;Caeiro-Rodríguez, et al, 2013;Chen, et al, 2017;Chen, et al, 2015;Clark and Mayer, 2011;Denner, et al, 2012;Gao and Liu, 2010;Lee, et al, 2016;Mao, et al, 2017;Martens, et al, 2004;Romero-Hall, et al, 2016;Stash, et al, 2004), the standardized ePUB3 format (ePUB3 Overview, 2011) is a newly introduced specification as a distribution and interchange format standard for digital publications and documents. It defines a means of representing, packaging, and encoding structured and semantically enhanced Web contents -including HTML5, CSS, SVG, images, and other resources -for distributions in a single-file format.…”

Adaptive Units of Learning and Educational Videogames

“…In this sense video games can be a very helpful learning tool, as long as motivation is a key aspect of effective learning (Cordova and Lepper 1996;Martens, Gulikers et al 2004). It is commonly agreed that an intrinsic advantage of game based learning over more traditional approaches to learning is that games are motivating (Malone 1982;Malone and Lepper 1987;Garris, Ahlers et al 2002).…”