Nurturing gerontology students’ intrinsic motivation to cocreate: The design of a powerful learning environment

2017 ◽  
Vol 40 (4) ◽  
pp. 432-441
Author(s):  
Jan S Jukema ◽  
Mieke Veerman ◽  
Jacqueline Van Alphen ◽  
Geraldine Visser ◽  
Carolien Smits ◽  
...  
Keyword(s):  
Learning Environment ◽  
Intrinsic Motivation ◽  
Powerful Learning

Relationships between Perceived Learning Environment and Intrinsic Motivation in Middle School Physical Education

1996 ◽  
Vol 15 (3) ◽  
pp. 369-383 ◽  
Author(s):  
Stephen A. Mitchell
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Middle School Students ◽  
Learning Environment ◽  
Intrinsic Motivation ◽  
Student Perceptions ◽  
Perceived Control ◽  
Perceived Threat ◽  
School Students ◽  
Perceived Challenge

In this article, a study focusing on the perceptions and motivations of middle school students in physical education classes is described. The Physical Education Learning Environment Scale (PELES) was developed to measure student perceptions of learning environment, or class climate, in physical education on dimensions of perceived challenge, perceived threat to sense of self, perceived competitiveness, and perceived control. The PELES was administered, together with the Intrinsic Motivation Inventory (IMI) to a sample (N = 622) of middle school students. Exploratory factor analyses provided evidence of adequate construct validity for the PELES, following elimination of the perceived control subscale. Multiple regression analyses indicated that perceived threat and perceived challenge predicted intrinsic motivation for both males and females. These findings are discussed in terms of their implications for practicing teachers and for future research.

Learner Motivation Through Gamification in E-Learning

2022 ◽  
pp. 810-831
Author(s):  
Anshita Chelawat ◽  
Seema Sant
Keyword(s):  
Learning Environment ◽  
Intrinsic Motivation ◽  
Formative Assessment ◽  
Student Retention ◽  
Learning Process ◽  
Theoretical Perspective ◽  
Drop Out ◽  
Assessment Tools ◽  
Learner Motivation ◽  
E Learning

It is a proven fact that learning with the element of fun and games makes the learning process interesting and also helps in student retention. Especially, in the context of e-learning environment, where learner motivation and engagement level are not easy to monitor, it is required to implement some mechanism which can improve their intrinsic motivation and make them self-motivated. Gamification in education and using game-based formative assessment tools will be of great help to not only motivate learners to opt for e-learning courses, but to complete till the end. The current study, thus, focuses on use of game-based formative assessment to improve learners' motivation in the e-learning environment so that their drop-out rates can be controlled, and their engagement level can be improved. Also, it intends to assess the past literature and identify the essential gaming mechanics which can possibly impact the learner motivation. It will also highlight the theoretical perspective used in previous studies on gamification, engagement, and motivation.

Pros and Cons of Digital Textbooks Technology

2015 ◽  
pp. 227-247
Keyword(s):  
Learning Environment ◽  
Group Development ◽  
Learning Tool ◽  
Multimodal Texts ◽  
Digital Textbook ◽  
Digital Textbooks ◽  
Powerful Learning ◽  
Pros And Cons ◽  
Better Than

Students do not necessarily enjoy using textbooks. One of the main reasons is that multimodal texts are harder to process by brain patterns. Digital textbooks technology aims to reduce this pitfall, offering multimedia feedback and interactivity as the main features of the powerful learning environment. There are two ways: a) using and developing the digital textbook as a pedagogical resource and b) using and developing digital textbook as a learning tool. The first way offers speed of finding, purchasing, downloading, as well as digital reading. The second way adds the power of assembling digital content through representation in a person's own manner as well as group development of content. Educational outcomes in a digital textbook learning environment are better than in scholastic models. This chapter presents pros and cons of the digital textbook technology in concept of postmodernism philosophy. The role of the digital textbook technology for learning is proved.

scholarly journals LANGUAGE LEARNER MOTIVATION IN LANGUAGE AUTONOMY

2017 ◽  
pp. 25-30
Author(s):  
Viktoriya Osidak
Keyword(s):  
Learning Environment ◽  
Intrinsic Motivation ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Language Learner ◽  
Self Control ◽  
Task Completion ◽  
Development Framework ◽  
Language Classroom

Background: The notion of independent, autonomous learners is the focus of modern teaching paradigm as the key to success in language learning. At the same time the analysis of students’ attitude to their learning process has shown that many university students are not ready to take the responsibility for their own progress. The research in the field of learners’ moti­vation proves that motivation is the basic ingredient of the promotion and development of the autonomous language learning environment which results in the shift from teacher-centered to student-centered approach in the language classroom. Purpose: The purpose of the article is to discuss the nature of motivation of adults’ learners as a means of fostering learn­er autonomy and to outline the strategy of building up students’ independence in the language classroom. Results: A learner’s desire to succeed which is based on his ability to control and influence the situation appears to be the major external force behind language learning. The interaction between intrinsic and extrinsic motivation has led to a wealth of practical implications such as providing students with a repertoire of learning strategies that can help them become better motivated and more autonomous learners. The result of this type of teaching is the understanding of the importance of self-control as the means of enhancing students’ motivation and, as a result, to provide opportunities for feedback improve­ment through reflection, planning how to proceed with a learning task, monitoring one’s own performance on an ongoing basis, and self-evaluation upon task completion. Self-control has a four-stage development framework of a different degree of a student’s subordination to a teacher. It is expedient to rely on a teacher’s coaching and students’ cooperation while creating an efficient learning environment to enhance students’ self-control skills. Discussion: The discussion about intrinsic motivation has always been recognized as the primary impetus to initiate foreign language learning and later a driving force to sustain the self-directed learning process. Yet, “external” rewards such as passing grades or better employment opportunities, are essential for developing learner autonomy too. Thus extrinsic mo­tivation can be viewed as a stimulus to the degree of fostering the autonomous learning in case an adult learner lacks intrinsic motivation.

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