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Digital Technologies in a Design and Technology Lesson and Their Influence on a Learner’s Situationally Perceived Value of a Task When Engaged in Inquiry-Based Learning

, South Thames College London, United Kingdom ; , Teacher Training College Krems, Austria

JCMST Volume 37, Number 3, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

The motivation to engage in a task is directly related to its perceived value according to Deci & Ryan (1985). Increasing motivation can lead to a higher student’s enhanced learning achievement. The question is if using digital technologies in inquiry-based learning lessons influences the learners’ situationally perceived value of the task and if a higher perceived value leads to a more successful learning outcome. 207 Pupils were questioned with the standardised IMI (Intrinsic Motivational Inventory) after carrying out an experiment in a design and technology. The architectural science-based task was to build a bridge out of a couple of sheets of paper. Half of the class used digital technologies for their research and half of them functioned as the control group using traditional media. There was a significant difference between the two groups: the treatment group felt the task to be more valuable than the control group (t188.920= 2.504, p = 0.13). There was a correlation between a higher learning outcome and a higher perceived value of the task, which was considered to be small (r = 0.14, p = 0.45).

Citation

Heindl, M. & Nader, M. (2018). Digital Technologies in a Design and Technology Lesson and Their Influence on a Learner’s Situationally Perceived Value of a Task When Engaged in Inquiry-Based Learning. Journal of Computers in Mathematics and Science Teaching, 37(3), 239-263. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 24, 2018 from .