Conversation Technology With Micro-Learning: The Impact of Chatbot-Based Learning on Students’ Learning Motivation and Performance

2020 ◽  
pp. 073563312095206
Author(s):  
Jiaqi Yin ◽  
Tiong-Thye Goh ◽  
Bing Yang ◽  
Yang Xiaobin
Keyword(s):  
Intrinsic Motivation ◽  
Number System ◽  
Learning System ◽  
Learning Motivation ◽  
Traditional Learning ◽  
Learning Group ◽  
And Performance ◽  
Perceived Choice ◽  
The Impact ◽  
Micro Learning

This study investigated the impact of a chatbot-based micro-learning system on students’ learning motivation and performance. A quasi-experiment was conducted with 99 first-year students taking part in a basic computer course on number system conversion. The students were assigned to a traditional learning group or a chatbot-based micro-learning group. After the experiment, both groups achieved a comparable performance, suggesting that students are sufficiently competent to learn independently in the chatbot-based learning environment without the need for continuous face-to-face delivery. Moreover, students in the chatbot learning group attained significantly higher intrinsic motivation than the traditional learning group with perceived choice and perceived value as core predictors of intrinsic motivation. Further analysis with the Johnson-Neyman procedure revealed differences on interaction between the perceived choice and the learning environments. For students with a high initial perceived choice (>=5.1), chatbot-based learning further enhances their post choice motivation whereas for students with a low initial perceived choice (<=3.0), the traditional classroom is more suitable to enhance their post choice motivation. The implications of the findings can help instructors to incorporate chatbot-based learning in the classroom.

The effect of body-movement teaching, learning motivation and performance

2016 ◽  
Vol 24 (3) ◽  
pp. 414-437 ◽  
Author(s):  
Satoshi Sugahara ◽  
Hisayo Sugao ◽  
Steven Dellaportas ◽  
Takahiro Masaoka
Keyword(s):  
Body Movement ◽  
Learning Motivation ◽  
Control Group ◽  
Content Type ◽  
Entry Level ◽  
Quasi Experimental ◽  
And Performance ◽  
Teaching Learning ◽  
The Impact ◽  
Experimental Group

Purpose This research applies a quasi-experimental research method to investigate the impact of an innovative resource titled “Accounting Exercise” (teaching intervention using physical movement and lyrics) on learning motivation and performance on a group of students enrolled in a first-year undergraduate accounting course in Japan. Design/methodology/approach Five classes were randomly assigned to either an experimental group (two classes) or a control group (three classes). In the experimental group, 90 students participated in a 15-min “Accounting Exercise” at the commencement of lectures over three consecutive weeks. The remaining 133 students assigned to the control group did not participate in the Accounting Exercise. Findings The findings indicate that the Accounting Exercise provided stimuli in maintaining students’ learning motivation. This finding is important for entry-level students where learning motivation has the potential to influence students’ future decisions on major areas of study and career choices. Originality/value This finding is important for entry-level students where future career options are decided. This effect is also believed to contribute to reducing the declining numbers of students in accounting majors.

scholarly journals Pengaruh Emergency Remote Learning Untuk Melihat Motivasi Belajar Anak Usia Dini

2020 ◽  
Vol 2 (2) ◽  
pp. 68-82
Author(s):  
Mardi Fitri
Keyword(s):  
Early Childhood ◽  
Online Learning ◽  
Technological Development ◽  
Learning System ◽  
Learning Motivation ◽  
Technology In Education ◽  
Learning Technology ◽  
Early Childhood Learning ◽  
The Impact ◽  
Remote Learning

ABSTRAK : Kepesatan perkembangan teknologi berdampak pada sitem pembelajaran termasuk pada anak usia dini. Penelitian ini bertujuan untuk mengetahui pengaruh emergency remote learning terhadap motivasi belajar anak usia dini. Metode penelitian menggunakan penelitian kajian literatur. Berbagai literatur tentang pembelajaran daring dihimpun dalam penelitian ini. Temuan penilitian ini yaitu, pembelajaran daring sebenarnya  dapat  membangkitkan motivasi  belajar  anak  dengan  syarat adanya dukungan dari orangtua dan pendidik, pemanfaatan media seperti  zoom  dan  lainnya  diperlukan untuk membuat pembelajaran agar lebih menarik dan pemanfaatan teknologi belajar  dalam  pendidikan  tidak  dapat  dilepaskan,  maka  perlu  adaptasi antara orangtua, peserta didik dan pendidik dalam pembelajaran daring. Hasil penelitian ini memberikan kontribusi dalam pengetahuan tentang dampak pembelajaran daring terhadap motivasi belajar anak usia dini. Rekomendasi untuk penelitian selanjutnya adalah agar melakukan penelitian eksperimen dan penelitian tindakan kelas untuk mengetahui dampak langsung dari pembelajaran daring. ABSTRACT : The rapidity of technological development has an impact on the learning system, including early childhood. This study aims to determine the effect of emergency remote learning on early childhood learning motivation. The research method used literature review research. Various literatures on online learning were collected in this study. The findings of this study are, first, online learning can actually arouse children's learning motivation on the condition that there is support from parents and educators. Second, the use of media such as zoom and others is needed to make learning more interesting. Third, the use of learning technology in education cannot be separated, it is necessary to adapt between parents, students and educators in online learning. The results of this study contribute to knowledge about the impact of online learning on early childhood learning motivation. The recommendation for further research is to carry out experimental research and classroom action research to determine the direct impact of online learning.

scholarly journals The power of competence support: The impact of coaches and athlete leaders on intrinsic motivation and performance

2017 ◽  
Vol 28 (2) ◽  
pp. 725-745 ◽  
Author(s):  
K. Fransen ◽  
F. Boen ◽  
M. Vansteenkiste ◽  
N. Mertens ◽  
G. Vande Broek
Keyword(s):  
Intrinsic Motivation ◽  
And Performance ◽  
The Impact

Reward, Task Motivation, Creativity, and Teaching: Towards a Cross-Cultural Examination

2015 ◽  
Vol 117 (10) ◽  
pp. 1-28 ◽  
Author(s):  
Beth A. Hennessey
Keyword(s):  
Intrinsic Motivation ◽  
Performance Outcomes ◽  
Cross Cultural ◽  
School Students ◽  
Task Motivation ◽  
Experimental Constraint ◽  
And Performance ◽  
Experimental Findings ◽  
And Control ◽  
The Impact

Background Extrinsic incentives and constraints, such as the promise of a reward or the expectation of an evaluation, have long been used by educators to motivate students. Previous research has consistently found that expected reward consistently undermines intrinsic task motivation and creativity of products and performance in students of all ages. For a majority of learners, the promise of a reward made contingent on engagement in an open-ended task frequently serves to undermine intrinsic task motivation and qualitative aspects of performance, including creativity. Purpose The implications of these experimental findings for education in the U.S. and around the world are immense. Teachers contemplating the use of reward incentives must avoid them in situations where creativity is at stake. This article explores whether the motivational and performance processes triggered by the promise of a reward are a universal phenomenon or whether they are, at least in part, culturally-dependent. Research Design Five parallel studies in five separate nations focused on elementary school students who had been randomly assigned to experimental (constraint) and control (no constraint) conditions. The complexities of the relation between task motivation and performance outcomes are reviewed and cross-cultural implications are explored. Conclusions While there is no consensus on the impact of extrinsic constraints across cultures, there is no evidence to suggest that intrinsic motivation is anything but a powerful and positive driving force for students of all ages and backgrounds—teachers are best advised to work to increase the intrinsic motivation and creativity of their students on a case-by-case basis until we understand more.

The Impact of Enactive Exploration on Intrinsic Motivation, Strategy, and Performance in Electronic Search

2000 ◽  
Vol 49 (2) ◽  
pp. 263-283 ◽  
Author(s):  
Robert Wood ◽  
Bastiaan Kakebeeke ◽  
Shelda Debowski ◽  
Michael Frese
Keyword(s):  
Intrinsic Motivation ◽  
Electronic Search ◽  
Motivation Strategy ◽  
And Performance ◽  
The Impact

Investigating the Influence of Agency on Trust in a Collaborative Game-Based Scenario

2017 ◽  
Vol 61 (1) ◽  
pp. 2086-2090
Author(s):  
Alexandra B. Proaps ◽  
Shelby K. Long ◽  
Molly Liechty ◽  
James P. Bliss
Keyword(s):  
Intrinsic Motivation ◽  
Experimental Manipulation ◽  
Team Leader ◽  
Future Research ◽  
Impact Performance ◽  
Task Instructions ◽  
Collaborative Game ◽  
And Performance ◽  
The Impact ◽  
Subjective Trust

This study is part of an ongoing investigation into the ways in which individual differences may interact with game characteristics to impact performance and subjective trust outcomes within virtual environments. In this study, researchers investigated the impact of team leader agency on trust and performance. Forty college students were told they were working alongside a computer-programmed team leader or a human team leader who provided instructions for twelve tasks in a first-person shooter game, Arma 3™. Results indicate that team leader agency may not impact subjective trust using this type of experimental manipulation, but that intrinsic motivation is related to trust outcomes. Results also indicate differences in the number of times participants reviewed the team leader’s task instructions as a function of agency. Implications for future research include measuring trust behaviorally and investigating whether game-based intrinsic motivation may mediate the relation between trust and performance.

scholarly journals The Impact of Integrating a MOOC Platform on the Teaching of Computer Science Course: A Case Study

2019 ◽  
Vol 5 (1) ◽  
pp. 44 ◽  
Author(s):  
Mohssen Hakami
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Hybrid Learning ◽  
Learning System ◽  
Traditional Learning ◽  
Face To Face ◽  
The Impact ◽  
Hybrid Learning Environment ◽  
Quantitative And Qualitative Methods

The present study reports an attempt to identify and evaluate the effectiveness of integrating teaching MOOC platform into traditional learning system to teach a face-to-face course. It investigated students’ opinions of Sharurah College of Science and Arts about the benefits and challenges based on their learning experiences in a hybrid learning environment. The researcher used both quantitative and qualitative methods to address the research questions. The study shows the following findings: a MOOC platform, as a new source for learning, supports teaching and learning in a hybrid learning environment; it can be used to support traditional learning; students like and are interested in a hybrid MOOC learning environment; and, finally, the most challenges affecting the hybrid MOOC environment are Internet drop/low speed connections and limited time for discussion in the MOOC.

scholarly journals Design and Validation of an Augmented Reality Teaching System for Primary Logic Programming Education

Sensors ◽  
2022 ◽  
Vol 22 (1) ◽  
pp. 389
Author(s):  
Chi-Yi Tsai ◽  
Yu-Cheng Lai
Keyword(s):  
Augmented Reality ◽  
Logic Programming ◽  
Basic Education ◽  
Learning Motivation ◽  
Survey Method ◽  
Traditional Learning ◽  
Learning Effectiveness ◽  
Teaching System ◽  
Learning Group ◽  
Positive Effects

Programming is a skill that requires high levels of logical thinking and problem-solving abilities. According to the Curriculum Guidelines for the 12-Year Basic Education currently implemented in Taiwan, programming has been included in the mandatory courses of middle and high schools. Nevertheless, the guidelines simply recommend that elementary schools conduct fundamental instructions in related fields during alternative learning periods. This may result in the problem of a rough transition in programming learning for middle school freshmen. To alleviate this problem, this study proposes an augmented reality (AR) logic programming teaching system that combines AR technologies and game-based teaching material designs on the basis of the fundamental concepts for seventh-grade structured programming. This system can serve as an articulation curriculum for logic programming in primary education. Thus, students are able to develop basic programming logic concepts through AR technologies by performing simple command programming. This study conducted an experiment using the factor-based quasi-experimental research design and questionnaire survey method, with 42 fifth and sixth graders enrolled as the experimental subjects. The statistical analysis showed the following results: In terms of learning effectiveness, both AR-based and traditional learning groups displayed a significant performance. However, of the two groups, the former achieved more significant effectiveness in the posttest results. Regarding learning motivation, according to the evaluation results of the Attention, Relevance, Confidence, and Satisfaction (ARCS) motivation model, the AR-based learning group manifested significantly higher levels of learning motivation than the traditional learning group, with particularly significant differences observed in the dimension of Attention. Therefore, the experimental results validate that the proposed AR-based logic programming teaching system has significant positive effects on enhancing students’ learning effectiveness and motivation.

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