Abstract
This article presents a study that provides insight in the effects of an authentic electronic learning environment on student performance and experiences. It is expected that learning in an authentic learning environment results in higher performance and improves intrinsic motivation of students. The results of this study showed, contrary to what was expected, that student who worked in an authentic environment did not perform better than students who worked in a less authentic environment. Moreover, the reported experiences with the learning environments did not differ between both groups.
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