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The effects of a goal-framing and need-supportive app on undergraduates´ intentions, effort, and achievement in mobile science learning
Computers & Education ( IF 12.0 ) Pub Date : 2020-12-01 , DOI: 10.1016/j.compedu.2020.104022
Lucas M. Jeno , Ulrich Dettweiler , John-Arvid Grytnes

Abstract In this study we investigate the effect of manipulating intrinsic goals, relative to extrinsic goals, in a mobile learning tool and traditional textbook for biology students. Using Self- Determination Theory, we hypothesized that framing intrinsic goals in a need-supportive mobile learning app would enhance motivation, intentions, effort, and achievement, relative to extrinsic goals in a traditional tool (textbook). We randomized 128 undergraduate students learning to identify species in this 2 × 2 experiment. Using Bayesian analyses, results show a credible interaction effect between the mobile app and intrinsic goal-framing for intentions and identified regulation. For effort and achievement, the main effect of mobile learning is credible with substantial effect sizes. We argue that these findings are due to the need-supportive features within the mobile app and need-satisfying experience of pursuing intrinsic goals. For intrinsic motivation and amotivation, however, extrinsic goal-framing and intrinsic goal-framing, respectively, are credible and positive main effects, which is unexpected. More research is needed to investigate if this contradictory finding is replicated by others, or if students are pursuing extrinsic goals for autonomous motivation. Bayesian multigroup path analysis found across both groups that identified regulation predicted intentions, and intrinsic motivation predicted effort and achievement. For the extrinsic goal-framing group, amotivation predicted achievement, identified regulation predicted effort and achievement, and intrinsic motivation negatively predicted intentions. The results of our study provide theoretical implications for how goal-framing energizes different types of motivation within the mLearning context, and how manipulation within technology may have a differential effect on motivation than a physical agent.

中文翻译:

目标框架和需求支持应用程序对本科生在移动科学学习中的意图、努力和成就的影响

摘要 在这项研究中,我们调查了在生物学生的移动学习工具和传统教科书中操纵内在目标相对于外在目标的影响。使用自决理论,我们假设,相对于传统工具(教科书)中的外在目标,在需要支持的移动学习应用程序中构建内在目标会增强动机、意图、努力和成就。在这个 2 × 2 的实验中,我们随机分配了 128 名学习识别物种的本科生。使用贝叶斯分析,结果显示移动应用程序与意图和确定的监管的内在目标框架之间存在可信的交互作用。对于努力和成就,移动学习的主要效果是可信的,具有相当大的效果。我们认为,这些发现是由于移动应用程序中的需求支持功能和追求内在目标的需求满足体验。然而,对于内在动机和动机,外在目标框架和内在目标框架分别是可信和积极的主效应,这是出乎意料的。需要更多的研究来调查这种矛盾的发现是否被其他人复制,或者学生是否正在追求自主动机的外在目标。贝叶斯多组路径分析在两组中发现,确定监管预测意图,而内在动机预测努力和成就。对于外在目标框架组,动机预测成就,确定监管预测努力和成就,而内在动机负面预测意图。
更新日期:2020-12-01
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