Students' attitudes towards motivating features incorporated in instructional software
Yousuf A. Al-Oraifi, Ohio University, United States
Ohio University . Awarded
This study examines secondary school students' attitudes towards five categories of motivating features: curiosity, challenge, feedback, control, and multimedia in relationship to gender, grade level, software subject, software publisher, length of use, and frequency of use.
The subjects were 182 secondary school students from eight private secondary schools in Riyadh (grades 10, 11, and 12). The Questionnaire of Students Attitudes Towards Motivating Features of Instructional Software (SATMFIS), which was developed by the researcher and has 30 Likert-scale items, was used in this study.
One-way Analysis of variance MANOVA was used to test the six hypotheses regarding the differences among students based on gender, grade level, software subject, software publisher, length of use, and frequency of use (the independent variable) on the five categories of motivating features (the dependent variable).
The study reveals the following findings: (1) The attitudes of secondary school students towards the overall motivating features of instructional software are highly positive. (2) The motivating categories are preferred by the students in the following order: feedback, multimedia, curiosity, control, and challenge. (3) A significant difference is found between the attitudes of males and females with regard to “challenge” motivating features in favor of males. (4) No significant differences are found among the attitudes of 10th, 11th, and 12th graders with regard to any of the five categories of motivating features. (5) A significant difference is found between the users of English and Science software on the “multimedia” category of motivating features in favor of English software users. (6) A significant difference is found between “others” software and “Dowlog” software on “curiosity” and “multimedia” categories in favor of “others” software. (7) A significant difference is found on the “curiosity” category between students who used instructional software for four semesters and more and students who used software for one semester in favor of four-semesters-and-more students. (8) No significant differences are found among students' attitudes based on the number of hours spent in using instructional software per week.
Al-Oraifi, Y.A. Students' attitudes towards motivating features incorporated in instructional software. Ph.D. thesis, Ohio University.
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