Abstract
This study established an elementary-school English e-learning system on the basis of theory-based motivation strategies, and verified the effectiveness of the motivation strategies through educational practice and the applicability of traditional motivation theories in e-learning environments. Six motivation strategies were deducted, two from each of the three psychological needs (Autonomy, Competence, Relatedness) presupposed as preconditions that increase human motivation based on the Self-Determination Theory. Next, the e-learning system intended to increase intrinsic motivation for English learning was established based on the motivation strategies. Then, this system was used for year-long educational practice in 115 private educational institutes nationwide. Finally, a survey was conducted with 2,300 students to determine whether the e-learning system applying the motivation strategies satisfied the three psychological needs of elementary-school English learners, and whether it improved intrinsic motivation for English studies. Moreover, this study analysed the correlation among motivation strategies, three psychological needs, and five motivation groups. The results revealed that the motivation strategies applied to the e-learning system had a significant influence on the three psychological needs, and those needs had a significant influence on the five motivation groups. This proved the effectiveness of motivation strategies applied to the e-learning system. It was found that SDT, the traditional motivation theory that has been applied to face-to-face classes, is also effective in the e-learning environment. Finally, even in the e-learning environment focusing on individual learning, learners were found to value relationships with others, in addition to competence, which has been studied relatively often in the past. The significance of this study is that it established a theory-based e-learning system and that it is an empirical study applying motivation theories from face-to-face classes to the e-learning environment through educational practice.
Highlights
Unlike face-to-face classes, an e-learning environment possesses characteristics such as flexibility, accessibility, and communication through the mediation of computers (Carr, 2000)
The research hypothesis is as follows: The six motivation strategies applied to the English Buddy (EB) System have a significant influence on the three psychological needs of learners, and fulfilled needs have a significant influence on the five motivation groups, resulting in learners’ increased intrinsic motivation to study English
For Investigation One, comparative analysis was performed between two groups according to the periodical gap; for Investigation Two, comparative analysis was conducted among the three groups, including the two aforementioned groups and an additional one that did not utilize the EB system. 2,300 questionnaires were distributed in total, of which 2,087 were returned
Summary
Unlike face-to-face classes, an e-learning environment possesses characteristics such as flexibility, accessibility, and communication through the mediation of computers (Carr, 2000). There is a need for research that empirically verifies the applicability of traditional motivation theory to this relatively new learning environment (Chen & Jang, 2007). Some studies have applied motivation strategies to e-learning (Carr 2000), most merely highlight high attrition rates (which are a negative index for motivation) and the resultant pressurization. A small number of studies empirically verify whether motivation strategies are applicable to the e-learning environment, and very few have targeted children. Research questions based on the aforementioned issues are as follows: 1. How can one establish an e-learning system that applies theory-based motivation strategies? Research questions based on the aforementioned issues are as follows: 1. How can one establish an e-learning system that applies theory-based motivation strategies?
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