Educational Technology Research and Development Volume 54, Number 6, ISSN 1042-1629
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.
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 https://www.learntechlib.org/p/67589/.
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
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
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
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
Chris Astall & Lindsey Conner, University of Canterbury, New Zealand
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 1310–1315
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
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
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