THE QUESTION OF THE MOTIVATIONAL COMPONENT IN SCIENTIFIC ACTIVITIES OF CADETS AT HIGHER EDUCATION INSTITUTIONS OF THE FEDERAL PENITENTIARY SERVICE OF RUSSIA: ANALYSIS OF PROBLEMS AND DEVELOPMENT PROSPECTS

В статье исследуются состояние и особенности мотивации курсантов вуза ФСИН России, оказывающие влияние на вовлеченность в научно-исследовательскую деятельность, затрудняющие активизацию познавательной активности. Рассматривается роль научно-исследовательской деятельности (дополняющей учебный процесс) в формировании инновационной образовательной среды в вузе. Именно в ней авторы усматривают весомый ресурс, позволяющий формировать необходимые компетенции для дальнейшей профессиональной деятельности. В статье приводятся результаты проведенного опроса курсантов Самарского юридического института ФСИН России с использованием разработанной авторами анкеты. С целью поиска путей активизации научно-исследовательской деятельности в стенах ведомственного вуза авторы исследовали некоторые аспекты ценностно-мотивационных установок курсантов 1-4 курсов, провели анализ основных факторов, определяющих значимость данного вида работы в среде обучаемых, тенденций и проблем на пути реализации поставленной цели. Авторы приходят к выводу, что привычные механизмы вовлечения обучающихся в исследовательскую деятельность недостаточно задействуют компонент личностной заинтересованности курсантов, а также обращают внимание на превалирование ситуативной мотивации у обучающихся в данном виде деятельности, нарастающую демотивированность к старшим курсам. Следовательно, для поддержания и повышения мотивации обучающихся заниматься научным творчеством необходимо привлекать дополнительные инновационные возможности. Одним из перспективных путей укрепления мотивационной составляющей научно-исследовательской деятельности обучающихся, активизирующим научный потенциал личности, по мнению авторов, может являться организация в вузе проектной деятельности. The article examines the state and features of the motivation of cadets of the Federal Penitentiary Service of Russia, which affect the involvement in scientific activities, making it difficult to activate cognitive activity. The role of scientific activities (in addition to the mandatory training program) in the formation of an innovative educational environment at the institute is considered. The authors see a significant resource that allows them to form the necessary competencies for further professional activity. The article presents the results of a survey of cadets of Samara Law Institute of the Federal Penitentiary Service of Russia using a questionnaire developed by the authors. In order to find ways to activate scientific activities within a departmental educational institution, the authors investigated some aspects of the value-motivational attitudes of cadets of the 1-4 year of education, analyzed the main factors determining the importance of this type of work among cadets, trends and problems on the way to achieving this goal. The authors come to the conclusion that the usual mechanisms of involving cadets in scientific activities do not sufficiently affect the component of personal interest of young scientists. They pay attention to the prevalence of situational motivation among cadets in this type of activity, increasing demotivation to senior years of education. One of the promising ways to strengthen the motivational component of cadets' scientific activities, which activates the scientific potential of the individual, according to the authors, can be the organization of systematic activities in the direction of project management at the institute.

Personalization Improves Gamification

Personalization of gamification is an alternative to overcome the shortcomings of the one-size-fits-all approach, but the few empirical studies analyzing its effects do not provide conclusive results. While many user and contextual information affect gamified experiences, prior personalized gamification research focused on a single user characteristic/dimension. Therefore, we hypothesize if a multidimensional approach for personalized gamification, considering multiple (user and contextual) information, can improve user motivation when compared to the traditional implementation of gamification. In this paper, we test that hypothesis through a mixed-methods sequential explanatory study. First, 26 participants completed two assessments using one of the two gamification designs and self-reported their motivations through the Situational Motivation Scale. Then, we conducted semi-structured interviews to understand learners' subjective experiences during these assessments. As result, the students using the personalized design were more motivated than those using the one-size-fits-all approach regarding intrinsic motivation and identified regulation. Furthermore, we found the personalized design featured game elements suitable to users' preferences, being perceived as motivating and need-supporting. Thus, informing i) practitioners on the use of a strategy for personalizing gamified educational systems that is likely to improve students' motivations, compared to OSFA gamification, and ii) researchers on the potential of multidimensional personalization to improve single-dimension strategies. For transparency, dataset and analysis procedures are available at https://osf.io/grzhp.

Misinformation and Government Crisis Management in South Korea: Understanding Active Publics’ Belief in Misinformation about the Yemeni Refugee Issue and Its Effect on Active Communication Behaviors

This study aims to investigate how situationally motivated publics respond to misinformation in the context of the Yemeni refugee issue in South Korea. In particular, this study examined how situational motivation in problem-solving on the issue is associated with belief in misinformation and active communication behaviors in the framework of situation theory of problem-solving (STOPS). The results of this study showed that individuals with a high level of situational motivation are more likely to believe misinformation on a given issue. In addition, the result found that belief in misinformation mediates between situational motivation in problem-solving and information forwarding. The results of this study contribute to government crisis management dealing with refugee issues.

A systematic evaluation of game elements effects on students’ motivation

Motivation theory is indispensable when discussing processes of learning. Learners who are motivated can learn almost everything. Students’ motivation is probably one of the most important factors for teacher effectiveness both for engagement in the learning process and high academic performance. To have effective environmental education, it is not only necessary to inform the public about the ocean but also to involve and engage them is essential. Motivation and engagement are some of the most commonly mentioned concepts in gamification, thus, a gamified application seems to have the necessary features to improve the motivation of students in the learning context of Ocean Literacy topics. The main aims of this work were: i) to understand through a systematic evaluation, how game elements affect the different motivation layers; and ii) to compare them in terms of enhancing the motivation to recycle among secondary school students (11-14 years). To measure students’ motivation, a pre-test and a post-test using a recycling situational motivation survey were administered in a classroom environment in Portugal and the UK. Findings show a trend regarding the effect of game elements mainly on the most autonomous forms of motivation. The different game elements, each one with different degrees of effects, were shown to have potential to increase motivation.

Change in Learning Motivation Observed through the Introduction of Design Thinking in a Mobile Application Programming Course

Traditional teacher-centered teaching focused on classroom lectures has met numerous challenges in recent years, which has motivated teachers to make use of design thinking for their classes. This study made use of design thinking in an iOS programming course to find ways to improve the students’ critical thinking, learning motivation and solve practical issues through mobile APP development. In the program, students were required to answer situational motivation questionnaires before and after design thinking is implemented in the course. Results showed that the values of the Cronbach’s Alpha for the initial course expectation in both iterations were reliable. Subsequently, when students feel that the solutions are recognized and supported by other students and teachers in the course, there is an upward trend in the curves of their external regulation, identified regulation, and intrinsic motivation. This study successfully designed the course content and evaluation methods that have shown significant increase in the students’ motivation through the incorporation of design thinking in the mobile application programming course.

Proyecto África “La Leyenda de Faro”: Efectos de una metodología basada en la gamificación sobre la motivación situacional respecto al contenido de expresión corporal en Educación Secundaria (Africa Project "La Leyenda de Faro": Effects of a methodology

El objetivo del siguiente estudio fue contrastar el efecto de una intervención en una unidad didáctica (UD) aplicando metodologías activas como la gamificación, en comparación con otra en la que se utilizaron estilos de enseñanza tradicionales, sobre la motivación situacional respecto a los contenidos de expresión corporal, en alumnos de 3º y 4º de Educación Secundaria Obligatoria (ESO). Para ello, utilizamos la Danza Africana como eje vertebrador en las clases en Educación Física (EF), y se analizaron comparativamente diferentes variables motivacionales teniendo en cuenta la Teoría de la Autodeterminación (TAD) en 98 alumnos (M edad=15.5; DT=.537) divididos en un grupo control (n=49) y un grupo experimental (n=49). Las mediciones se llevaron a cabo antes y después del período de intervención a lo largo de la UD a través de cuestionarios que medían el apoyo a las necesidades psicológicas básicas (CANPB), la satisfacción de las NPB (BPNES), la motivación (CMEF) y el clima motivacional (PEPS; SSI-EF) para comprobar la eficacia de la intervención. Los resultados sugieren que utilizar metodologías activas innovadoras parece mostrarse como una herramienta eficaz sobre distintas variables motivacionales del alumnado como: apoyo a la autonomía, apoyo a las relaciones sociales, autonomía, motivación intrínseca, motivación identificada y motivación externa. A pesar de ello, son necesarios más estudios para determinar significativamente la influencia de la gamificación sobre la motivación en las clases de EF. Abstract. The objective of the following study was to contrast the effect of an intervention in a didactic unit (DU) applying active methodologies such as gamification, in comparison with another in which traditional teaching styles were used, on situational motivation regarding the corporal expression contents, in Secondary Education students. For this, we used African Dance as a reference in Physical Education (PE) classes, and were comparatively analysed different motivational variables taking into account the Self-Determination Theory (TAD) in 98 students (M age = 15.5; SD =. 537) divided into a control group (n = 49) and an experimental group (n = 49). Measurements were carried out before and after the intervention period throughout the DU through questionnaires that measured support for basic psychological needs (CANPB), satisfaction of NPBs (BPNES), motivation (CMEF) and motivational climate (PEPS; SSI-EF) to check the effectiveness of the intervention. Our results suggest that using innovative active methodologies seems to be an effective tool on different motivational variables of the students, such as: support for autonomy, support for social relationships, autonomy, intrinsic motivation, identified motivation and external motivation. Despite this, more studies are needed to determine significantly the influence of gamification on motivation in PE classes.

Students’ Motivation to Acquire English through Virtual Learning Midst Covid-19 Pandemic

This research aimed to find out students’ motivation to acquire English as a foreign language through virtual learning midst Covid-19 pandemic. It involved 202 students spread throughout Indonesia. Data were collected by means of motivation questionnaires adopted from the Situational Motivation Scale (SIMS) of students’ motivation, i.e., instrumental motivation and integral motivation. The data were analyzed with descriptive statistics and Pearson’s Correlation on SPSS 22. The result shows that the students have a low level of motivation both for integrative and instrumental motivation to acquire English. The statistical calculation reveals that there is a correlation between the students’ motivation and virtual learning activity as shown by the level of significance 0,000<0,05 with the coefficient Pearson’s correlation of 0,282. There is no correlation between the students’ motivation and the Covid-19 pandemic as depicted by Pearson’s correlation of 0,062 with the significant level of 0,382>0,05. The research implies a need for a more innovative instructional design for virtual language learning to better improve students’ motivation to learn English during the Covid-19 pandemic.

Motivation, pedagogy, and gender: examining the multifaceted and dynamic situational responses of women and men in college STEM courses

Background Research illustrates that student motivations influence learning engagement, persistence, and achievement in powerful ways and that positive motivations are linked to deeper learning, critical thinking, pro-social behavior, and better performance. Most studies of learner motivation, however, are conducted outside of STEM and are focused at the contextual level, which may describe why students attend college or choose a degree program, but not why they engage in classroom activities. Furthermore, there is little research that meaningfully connects learner motivations with gender identity and course pedagogy. This study addresses these gaps by examining the interconnections among course pedagogy, gender, and situational-level motivations, which reveal why learners engage in different course activities and how engagement may vary over time. This detailed perspective on learner motivations is essential for instructors to gain insights into how their pedagogical and course design choices influence students’ motivational responses and to more effectively develop interventions that support positive forms of motivation among all students. Results Participants in the study are undergraduate students enrolled in 72 introductory-level STEM courses across 11 institutions, and the dataset includes over 5000 unique responses to the Situational Motivation Scale, a Self-Determination Theory-based instrument that was administered weekly in each course. Analysis reveals seven typical motivational response types, ranging from a highly control-oriented to a highly autonomous response. Most students express multiple types of motivation during an academic term in a course, illustrating the dynamic nature of motivations. Cluster distributions by gender and pedagogy indicate significant differences in lecture-based learning courses, with women reporting less self-determined motivations compared to men. Motivational response profiles of women and men are both more similar, and more positive overall, in courses that employ active learning. Conclusions These findings have important implications for practitioners. The concept of motivational co-expression encourages instructors to move toward a more nuanced appraisal of learner motivation. The stability analyses challenge embedded beliefs about the fixed nature of learner motivation. The gender analyses raise questions about how instructors may more effectively promote the positive motivations of all students through their course design decisions.