You are here:

The Effects of a Web-Based Learning Environment on Student Motivation in a High School Earth Science Course
ARTICLE

,

Educational Technology Research and Development Volume 54, Number 6, ISSN 1042-1629

Abstract

Collaborating closely with a 10th-grade science teacher, we designed a Web-based learning environment (Web-LE) to improve student motivation to learn science. Factors believed to enhance intrinsic motivation (challenge, control, curiosity, and fantasy) were integrated into the instructional design of the Web-based learning tool. The Web-LE was implemented in the teacher's 10th-grade classroom as a three-day student-centered learning activity. Data collection methods included individual student interviews, teacher interviews, motivation questionnaires, and observations. This study revealed multiple forms of evidence that the Web-LE and the associated learning activity improved student motivation. This study illustrates the benefits of educational researchers working closely with teachers using design-based research methods to successfully solve instructional problems and identify reusable design principles. Design principles for the integration of intrinsic motivation factors into the development of similar Web-LEs are presented as well as directions for future research.

Citation

Wang, S.K. & Reeves, T.C. (2006). The Effects of a Web-Based Learning Environment on Student Motivation in a High School Earth Science Course. Educational Technology Research and Development, 54(6), 597-621. Retrieved March 21, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

View References & Citations Map

Cited By

  1. Teachers and Technology: Present Practice and Future Directions

    Isha DeCoito, Western University, Canada; Tasha Richardson, OISE/University of Toronto, Canada

    Contemporary Issues in Technology and Teacher Education Vol. 18, No. 2 (June 2018) pp. 362–378

  2. The Effects of Response Modes and Cues on Language learning, Cognitive Load and Self-Efficacy Beliefs in Web-Based Learning

    Ching-Huei Chen, National Changhua University of Education, Taiwan; Kun Huang, Mississippi State University, United States

    Journal of Educational Multimedia and Hypermedia Vol. 23, No. 2 (April 2014) pp. 117–134

  3. A case study of blended teaching and learning in a New Zealand secondary school, using an ecological framework

    Pinelopi Zaka, University of Canterbury

    Journal of Open, Flexible, and Distance Learning Vol. 17, No. 1 (2013) pp. 24–40

  4. Assessing the Factors Deemed to Support Individual Student Intrinsic Motivation in Technology Supported Online and Face-to-Face Discussions

    Ronnie H. Shroff, The Hong Kong Institute of Education , Hong Kong; Douglas R. Vogel, City University of Hong Kong, Hong Kong

    Journal of Information Technology Education: Research Vol. 8, No. 1 (Jan 01, 2009) pp. 59–85

  5. Making Science Real: Exploring the Integration of a Novel Multimedia Resource

    Chris Astall & Lindsey Conner, University of Canterbury, New Zealand

    Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 1310–1315

  6. Student Moderators in Online Courses

    Joan Thormann, Lesley University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 1890–1893

  7. Design-based research and doctoral students: Guidelines for preparing a dissertation proposal

    Jan Herrington, University of Wollongong, Australia; Susan McKenney, University of Twente, Netherlands; Thomas Reeves, University of Georgia, United States; Ron Oliver, Edith Cowan University, Australia

    EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 4089–4097

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.