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Intrinsic motivation in ablended learning environment
Tatiana Codreanu
Universit Lumire Lyon 2
France
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Sandrine Chein
Institut franais duRoyaume-Uni
UK
Gaelle Robin
Institut franais duRoyaume-Uni
UK
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Overview
1. Context of research
2. Theoretical framework
3. Methodology
4. Results
5. Discussion
6. Conclusion and perspectives
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The French Institute of London
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277 Moodle courses, 1668 users
French classes in situ and online activities on Moodle
Analytics: demographics, behaviour, technology, content
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The French Institutes Moodle page
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Screenshot of a course page
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Screenshot of the in-page analytics: page views, averagetime on page, bounce rate etc.
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Overview
1. Context of research
2. Theoretical framework
3. Methodology
4. Results
5. Discussion
6. Conclusion and perspectives
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Theoretical framework
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Studies on motivation :
! socio-psychological approach (Lambert, 1963; Gardner,1966; Gardner, Smythe, Clement & Gliksman, 1976)
! cognitive approach (Atkinson, 1957; Harter, 1981; Schunk,1983 ; Eccles et al. 1983; Wigfield, 1994; Deci & Ryan, 1985,2000, 2002; Bandura, 1997; Wigfiled & Eccles, 2000; Noelset al., 2000; Viau & Sauv, 2002)
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Theoretical framework
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Theoretical framework
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Cognitive psychologyTechnology as
experience
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Eccles et al. Expectancy- Value Model
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TaskDifficulty
Perceptions
Ability SelfPerceptions
Short & LongTerm Goals,
AffectiveMemories &Expectations
SuccessExpectations
SubjectiveTask Value
Engagement
(Eccles, 2004)
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Task value
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Deci & Ryan
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Less self-determined
More self-determined
(Deci, 2008)
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Similar conceptual constructs
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Intrinsic value Intrinsicmotivation
Attainmentvalue
Integration
Utility valueIdentification
Perceived cost
Introjection
Externalregulation
Amotivation
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Overview
1. Context of research
2. Theoretical framework
3. Methodology
4. Results
5. Discussion
6. Conclusion and perspectives
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Corpus of study
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34 students for the experimental study
Expectancies for success (i.e.I believe I can master French)Attainment value (i.e. French is worth being mastered)Intrinsic value (i.e. I enjoy learning French)The utility value (i.e. What I am learning will be useful for traveling)
Cost for learning French(i.e. Learning French is difficult)
15 students for the longitudinal study (3 classes)Intrinsic regulation (i.e. I enjoy online activities)Identified regulation (i.e. I find value in interacting with my peers)Introjected regulation (i.e. It is preferable to refer to online activities like my
peers)External regulation (i.e. I need to refer to online activities in order to give a goodimpression of myself)Amotivation (i.e. Referring to online activities as my peers is a waste of time).
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Hypothesis
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The motivation of students that voluntarily study French ishigher in terms of expectations and values compared tostudents that study French for academic credit, whichcould imply the continuation of the engagement.
Tutoring practices and peers are likely to
increase learners intrinsic motivation.
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Overview
1. Context of research2. Theoretical framework3. Methodology4. Results
a. Experimental studyb. Longitudinal study
5. Discussion6. Conclusion and perspectives
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Experimental study
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Results
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Success expectations are significantly higher
Intrinsic motivation is significantly higher
Utility value is not significantly higher
Attainment value is not significantly higher
The perceived cost is higher
IF > SPU
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Discussion
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Overview
1. Context of research2. Theoretical framework3. Methodology4. Results
a. Experimental studyb. Longitudinal study
5. Discussion6. Conclusion and perspectives
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Longitudinal study
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Results
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Increase in intrinsic motivation, introjected regulationand identified regulation
Significant decrease in amotivation Increase of students degree of self- determination,
Important autonomous motivation
Hypothesis that tutoring practices and peers are likelyto increase learners intrinsic motivation is confirmedby the study of external factors
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Discussion
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Users experience
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I enjoy online activities onMoodle
Access of homework
online is very useful
There are too many
information to absorb
I feel its too crowded!
I found it too difficult to access
the class blog
Generally, I found Moodle
excellent for a summary of my
lesson and homework
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Users experience
What helped your learning?
Online activities
Writing posts on Moodles blog
Learning from other studentsblog posts and texts
What aspect of the online course didyou find especially valuable?
online homework
Summary of the lesson onMoodle
What hindered your learning?
Difficulties in locating differentpages
Cluttered interface
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(Nielsen, 1995 ; Norman, 1988)
Usability
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Analytics
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Navigation"Important aspect of user experience on theweb (Lazar, 2003)
Users had difficulties following the path designed to reach
the target pages (courses, blog)
Content attracting visitors: blog, page courses, onlineactivities
Site Overlay: Summaries of clicks overlaid on MoodlesPages"For example, we moved the login block on the left-hand menu to improve the user experience.
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Tutoring method
Feedback
Prompt answers (emails, messages)
Clear and focused lessons
Use of varied material and pedagogical approaches
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Overview
1. Context of research2. Theoretical framework3. Methodology4. Results5. Discussion6. Conclusion and perspectives
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Discussion
Involve tutors and students (end users) in the design
enhancement process
Upgrade tutor profiles and student profiles so that theybecome administrators (reduce external controls)
Platform that supports end users autonomy
Technology can also be seen as an extension of userscreative abilities by providing new sources ofmotivation
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Overview
1. Context of research
2. Theoretical framework
3. Methodology
4. Results and discussion
5. Conclusion and perspectives
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Conclusion and perspectives
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Pedagogical methods and peer interactions aresignificant factors that directly influence intrinsicmotivation for learning
Study conducted with cognitive values "results wouldgain in accuracy through a more detailed analysis thattakes into account the satisfaction of the three basicpsychological needs and performance
A perceived cost (in terms of difficulties) attached todesign and usability which requires further explorationin order to sustain motivation
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MERCI POUR VOTRE
ATTENTION !
Thank you !
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