Motivational support in Web 2.0 learning environments: a regression analysis based on the integrative theory of motivation, volition and performance

Abstract

Web 2.0 applications have been widely applied for teaching and learning in US higher education in recent years. Their potential impact on learning motivation and learner performance, however, has not attracted substantial research efforts. To better understand how Web 2.0 applications might impact learners’ motivation in higher education classrooms, this study explored college students’ motivational and outcome processing based on the theory of motivation, volition and performance. Participants recruited from an undergraduate teacher education programme in the USA reported their perceptions via online surveys after using Web 2.0 applications for a major course project. Based on 224 valid cases, the findings revealed that Web 2.0 applications might be effective in stimulating learners’ attention and supporting their confidence during the learning process. The findings further suggested that learners’ motivational processing could impact learners’ outcome processing that leads to continuous usage of Web 2.0 applications for learning.