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The Impact of Intrinsic Motivation on E-Learning in Authentic Computer Tasks
ARTICLE

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Journal of Computer Assisted Learning Volume 20, Number 5, ISSN 1365-2729 Publisher: Wiley

Abstract

Students with high intrinsic motivation often out-perform students with low intrinsic motivation. However, little is known about the processes that lead to these differences. In education based on simulations or authentic electronic learning environments, this lack of insight is even more clear. The present study investigated what students actually did in an electronic learning environment that was designed as a game-like realistic simulation in which students had to play the role of a junior consultant. The results show that students with high intrinsic motivation did not do more, rather they tended to do different things. Analysis of log files showed that the increased curiosity that students with high intrinsic motivation have, resulted in proportionally more explorative study behaviour. However, the learning outcomes of students with high intrinsic motivation were not better.

Citation

Martens, R., Gulikers, J. & Bastiaens, T. (2004). The Impact of Intrinsic Motivation on E-Learning in Authentic Computer Tasks. Journal of Computer Assisted Learning, 20(5), 368-376. Wiley. Retrieved October 14, 2019 from .

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