Abstract
The main aim of this study is to test the validity of the Motivation, Engagement, and Thriving in User Experience (METUX) model (Peters et al., 2018) in higher education. We propose a process model in which we investigate how the need-satisfaction of digital learning tools within the interface sphere and task sphere accounts for engagement, learning, and well-being. A total of 426 higher education students drawn from two subsamples participated in this cross-sectional study. A structural equation model shows that interface autonomy and competence satisfaction positively predict task autonomy and competence. Task competence, in turn, negatively predicts focused attention and positively predicts perceived usability and well-being. Task autonomy positively predicts perceived usability and reward. Based on our results, we provide some initial support for the METUX model in higher education. However, more validation work is needed to improve the scale that measures need-satisfaction in the interface and task spheres. Moreover, we find no support for the effect of task sphere on learning. Further investigations are needed into how METUX can be used in domain- and situation-specific contexts to account for increases in engagement, learning, and well-being. Finally, future studies need to include all aspects of the METUX model in order to fully test its validity.
Highlights
IntroductionTechnological devices (i.e., smartphones, tablets, personal computers) have become ubiquitous for higher education students in everyday life and for learning purposes
Technological devices have become ubiquitous for higher education students in everyday life and for learning purposes
The main aim of this study is to investigate the extent to which the design of digital learning tools in the interface and task spheres predict engagement, learning, and well-being among students in higher education
Summary
Technological devices (i.e., smartphones, tablets, personal computers) have become ubiquitous for higher education students in everyday life and for learning purposes. Recent reports suggest that 97% of the student population in Norway owns some form of technological device (Slettemeås and Kjørstad, 2016). Technological devices have the benefits of providing students in higher education opportunities to take notes, access multimedia content, produce content, and retrieve information (Danish and Hmelo-Silver, 2020). They enable students to collaborate with peers, both asynchronously and synchronously. Technological devices give students access to thousands of digital learning tools, such as applications, software, and online resources that are developed for learning purposes.
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