Intrinsic Motivation Inventory Questionnaire Research Articles

Potential of mobile virtual reality as a tool for supporting students’ motivation in school geography

The purpose of this study is to present the possibilities of implementing mobile virtual reality (VR) in school geography and to examine its benefits and risks. A total of 163 students from various elementary schools in Slovakia participated in this study. We used qualitative and quantitative data analysis from students’ feedback and observations of the VR activities. The Intrinsic Motivation Inventory questionnaire and researcher observation sheet were used as research tools. The study showed that the implementation of mobile VR is possible in the environment of Slovak schools and has positive effects on several areas of students’ internal motivation. The best results were achieved in the areas of interest/pleasure, understanding of the activity, and perception of the value and usefulness of the activity. We also found that the gender or age of the students in our research sample did not have a significant impact on students’ internal motivation when working with VR. Our work not only provides evidence to support the wider adoption of mobile VR in education but also clarifies several possibilities for its implementation in school geography. In conclusion, we identify the most significant benefits and risks of using mobile virtual reality in geography education. The results of testing mobile VR show the great usefulness of this technology, which serves as a motivational tool for 3D visualization of various locations and phenomena on Earth.

The role of self-esteem on motivational aspects of Greek blind athletes competing in individual and team sports

Physical activity and sports can be considered important sources of motivation for people with visual impairments; however limited attention has been given to blind peoples' involvement in sports and to the intra-personal variables such as self-esteem and motivation that affect their sport participation. The purpose of the present study was a) to explore the relationship between self-esteem and intrinsic motivation in blind athletes, and b) to assess the levels of self-esteem and intrinsic motivation and identify differences in intrinsic motivation and self-esteem as a function of gender and sport type (individual-team sports). Participants were 78 (27 females) Greek blind athletes (30.29 ± 1.18 years of age) competing in team (N = 44) and individual (N = 34) sports. Participants completed the Intrinsic Motivation Inventory questionnaire (IMI) and Rosenberg Self-Esteem Scale (RSES) questionnaire. The findings revealed that high values on self-esteem could predict blind athletes' perceived competence (p = .001) and strengthen their intrinsic motivation while enabling them to regulate pressure and tension (p < .05). However, female athletes appeared to be more pressured than males (p < .05), and interestingly, team sport athletes scored higher in intrinsic motivation than individual sports athletes (p < .05). The findings provide useful insights regarding the role of self-esteem in blind athletes' motivational profiles and draw attention to the role of perceived competence in blind athletes' sporting experiences, emphasizing that team sport context may serve as a fertile ground for enhancing intrinsic motivation.

Enhancing student’s conceptual understanding on the patterns of Mendelian genetics through task-based learning

Mendelian genetics are essential for students seeking to comprehend the complexities of inheritance; although fundamental, these biology concepts are difficult for students to understand. This study examined the effectiveness of task-based learning (TBL) in enhancing the students' conceptual understanding of the Patterns of Mendelian Genetics. A pretest and posttest quasi-experimental research design involved an experimental and a control group. An Intrinsic Motivation Inventory questionnaire was utilized to assess the level of intrinsic motivation for task evaluation for the experimental group. Paired t-test was used to compare the pretest and post-test results. Before the intervention, both groups had a low conceptual understanding of the topic. At the end of the intervention, both groups had significantly increased their performances from pretest to posttest scores. The study revealed that TBL is more effective than Traditional Lecture-Based Instruction (TLI), as seen in their enhanced student performance, implying the effectiveness of the TBL as an innovative instructional approach. Participants from the experimental group expressed enjoyment, competence, and ownership of their task activities, and they did not feel nervous and anxious about doing the tasks. Pearson r-correlation was used to establish a relationship among the variables. Perceived choice, pressure/tension, and student performance in the experimental group have low positive correlations, and perceived choice, interest/enjoyment, and performance have a negligible correlation. This approach is highly commendable for biology instruction. By illuminating the effectiveness of active learning in improving student’s conceptual understanding, this study bridges the gap between theoretical-practical gap in genetics via active learning effectiveness.

A Home-Based Exercise Program With Active Video Games for Balance, Motor Proficiency, Foot and Ankle Ability, and Intrinsic Motivation in Children With Chronic Ankle Instability: Feasibility Randomized Controlled Trial.

Children with chronic ankle instability (CAI) frequently experience ankle unsteadiness, causing trips, falls, and ankle sprain injuries resulting in poor quality of life. A specific exercise program focused on physical and psychological purposes in children with CAI is needed. The purpose of this study was to investigate the feasibility of a 4-week home-based exercise training program using active video games (AVGs) for balance, motor proficiency, foot and ankle ability, and intrinsic motivation in children with CAI. Sixty children with CAI (mean age 10, SD 2 years) were randomly assigned to an experimental group (AVG group; n=30) or a control group (CG; n=30). The AVG group played 2 selected video games, Catching Fish and Russian Block, while the CG received the traditional exercise program for CAI. Both programs were scheduled for 30 minutes per day, 3 times per week, for 4 weeks at home. The single-leg stance test was used to assess static balance. The walking forward on a line and standing long jump tests were used to assess motor proficiency. The Foot and Ankle Ability Measure (FAAM) and the Intrinsic Motivation Inventory questionnaire were used to assess foot and ankle ability and intrinsic motivation, respectively. Assessments were conducted at baseline and after 4 weeks. In the AVG group, the single-leg stand test (eyes open; on floor and on foam conditions), the FAAM (activities of daily living subscale), and intrinsic motivation (interest/enjoyment, pressure/tension, and value/usefulness dimensions) were improved compared with the CG (all P<.05). Motor proficiency did not differ between the 2 groups at the end of the 4-week program (P=.31 for the walking forward on a line, P=.34 for the standing long jump test). A 4-week home-based exercise training program using AVGs can be beneficial and may be an effective approach for improving balance, foot and ankle ability, and enhancing positive motivation by increasing the interest/enjoyment and value/usefulness dimensions and lowering the pressure/tension dimension in children with CAI that require long-term rehabilitation sessions.

Impact on Learning Motivation of Spatial Ability Development Learning Model and Interactive Dynamic Tools

This paper reports a study on investigating how different instructional approaches with and without interactive dynamic software affected students’ learning motivation and their concept formation of ideas within a framework of descriptive geometry. Learning motivation was measured by taking an Intrinsic Motivation Inventory questionnaire from three groups of students and comparing the answers of the three groups: one control and two experimental groups.

Applying Quizziz in Online English Learning: How It Improves Intrinsic Motivation

increase students' intrinsic motivation in learning English and find out how students respond to the use of Quizizz in teaching English during Covid 19. The researcher used Classroom Action Research (CAR) as the research design. The researcher analyzed qualitative and quantitative data, which came from observation, questionnaires, and interviews conducted in the last cycle to know the improvement of students' intrinsic motivation and responses. This study showed that Quizizz live lessons can increase students' intrinsic motivation in learning English. This was proven by the mean score acquired from the student's intrinsic motivation inventory questionnaire, which was 3.28 in the pre-cycle. This score improved to 3.63 in cycle 1 and even higher in cycle 2, which is 4.60. The qualitative data, based on finding the students' responses to Quizzes, showed that most students were interested in and enjoyed learning English through the Quizziz platform Quizziz platform is improving students' intrinsic motivation in learning English online classes in the Pandemic Era.

Association between Enjoyment in Physical Education Online Classes and Physical Activity Levels in Adolescents during the COVID-19 Pandemic

Motivation, with special emphasis on intrinsic motivation is important factor that influences physical activity levels (PAL). The COVID-19 pandemic forced Physical education (PE) teachers to switch to online classes, which increased the problem of keeping students motivated to be physically active. This study aimed to determine the associations between enjoyment in online PE classes and PAL during the COVID-19 lockdown. 198 highschool students aged 14-19 years participated in this study. Variables included interest and enjoyment in PE classes assessed by the Intrinsic Motivation Inventory questionnaire and PAL assessed by Physical Activity Questionnaire for Adolescents. Pearson’s correlation coefficient was calculated to evaluate the associations between variables. Independent samples T-test and χ2 test were used for determining the gender differences in study variables. Significant correlation between PAL and interest/enjoyment in online PE classes was recorded (R=0.23, p&lt;0.05). There were no significant differences between girls and boys in the total subset interest/ enjoyment of intrinsic motivation. However, the difference was observed in the subset enjoyment (χ2(1, N=198)=9.53), with boys showing more enjoyment. Because of the evidenced positive association between interest/enjoyment in PE classes and PAL, it is crucial to provide students fun and interesting PE online classes to maintain PAL during the pandemic and similar situations. The special emphasis should be placed on girls.

Physics demonstrations: who are the students appreciating them?

ABSTRACT Despite the contemporary emphasis on students’ practical work, lecture demonstrations with their unique power to stimulate students’ interest remain an inseparable part of physics education. At our faculty, performing physics demonstrations for upper secondary students (DEMOs) has a tradition lasting three decades. In our study, we sought to identify factors predetermining students’ positive acceptance of these demonstrations. With a research sample of almost 5000 students, we used the modified Intrinsic Motivation Inventory questionnaire to investigate their intrinsic motivation towards and perception of DEMOs. Subsequently, we examined this data against respondents’ gender, marks in physics, intention to study it at university, and declared attitudes towards physics as a school subject. We found out the acceptance of DEMOs is independent of gender and students’ interest in physics as a school subject. On the other hand, better marks in physics and stronger intention to study it were associated with a more positive assessment of the demonstrations. As the strongest predictors for positive acceptance of DEMOs, giftedness, and diligence in physics (as expressed by respondents themselves) were identified. Cluster analysis uncovered four groups of students, one of which especially seems to be interesting regarding the possibility of their future study of physics – it groups students who do not plan to study physics at this moment but achieve good results in it and have a relatively high intention to study some other STEM discipline. Because they showed a largely positive perception of DEMOs, we discuss the possibilities to use lecture demonstrations to stimulate their interest.

Situational perceived competence and choice when using digital technology in an inquiry-based learning setting in arts and crafts

Although there is evidence of an improvement in pupil's learning achievements in inquiry-based learning sessions compared to traditional lessons, the influence of technology, especially in primary schools, has not yet been analysed yet. The question is, whether inquiry-based learning with digital technology leads to better outcomes, which will be indirectly measured through the final product and the pupil's perceived and choice. The latter is part of the intrinsic motivation, which can also improve pupil's scores according to Deci and Ryan. The treatment group used digital technology to solve a scientific architectural problem in the creative subject 'arts and crafts' and the control group used worksheets instead. The pupils were given the standardised intrinsic motivation inventory questionnaire by Deci and Ryan. The Whitney-Mann U-test concluded that the treatment group felt more competent (U = 4,149, p = 0.006) than the control group and reported a desired teaching effect (d = 0.419) but there was no significance for pupil's perceived choice (U = 5,019, p = 0.514). There was a weak but positive correlation between 207 pupil's successful product and their situational perceived competence (rs = 0.299, p = 0.001), but no significance for perceived choice (rs = 0.133, p = 0.057).

Situational perceived competence and choice when using digital technology in an inquiry-based learning setting in arts and crafts

Although there is evidence of an improvement in pupil's learning achievements in inquiry-based learning sessions compared to traditional lessons, the influence of technology, especially in primary schools, has not yet been analysed yet. The question is, whether inquiry-based learning with digital technology leads to better outcomes, which will be indirectly measured through the final product and the pupil's perceived and choice. The latter is part of the intrinsic motivation, which can also improve pupil's scores according to Deci and Ryan. The treatment group used digital technology to solve a scientific architectural problem in the creative subject 'arts and crafts' and the control group used worksheets instead. The pupils were given the standardised intrinsic motivation inventory questionnaire by Deci and Ryan. The Whitney-Mann U-test concluded that the treatment group felt more competent (U = 4,149, p = 0.006) than the control group and reported a desired teaching effect (d = 0.419) but there was no significance for pupil's perceived choice (U = 5,019, p = 0.514). There was a weak but positive correlation between 207 pupil's successful product and their situational perceived competence (rs = 0.299, p = 0.001), but no significance for perceived choice (rs = 0.133, p = 0.057).

A multisession evaluation of an adaptive competitive arm rehabilitation game

BackgroundPeople with neurological injuries such as stroke should exercise frequently and intensely to regain their motor abilities, but are generally hindered by lack of motivation. One way to increase motivation in rehabilitation is through competitive exercises, but such exercises have only been tested in single brief sessions and usually did not adapt difficulty to the patient’s abilities.MethodsWe designed a competitive arm rehabilitation game for two players that dynamically adapts its difficulty to both players’ abilities. This game was evaluated by two participant groups: 15 participants with chronic arm impairment who exercised at home with an unimpaired friend or relative, and 20 participants in the acute or subacute phase of stroke who exercised in pairs (10 pairs) at a rehabilitation clinic. All participants first played the game against their human opponent for 3 sessions, then played alone (against a computer opponent) in the final, fourth session. In all sessions, participants’ subjective experiences were assessed with the Intrinsic Motivation Inventory questionnaire while exercise intensity was measured using inertial sensors built into the rehabilitation device. After the fourth session, a final brief questionnaire was used to compare competition and exercising alone.ResultsParticipants who played against an unimpaired friend or relative at home tended to prefer competition (only 1 preferred exercising alone), and exhibited higher enjoyment and exercise intensity when competing (first three sessions) than when exercising alone (last session).Participants who played against each other in the clinic, however, did not exhibit significant differences between competition and exercising alone. For both groups, there was no difference in enjoyment or exercise intensity between the first three sessions, indicating no negative effects of habituation or novelty.ConclusionsCompetitive exercises have high potential for unsupervised home rehabilitation, as they improve enjoyment and exercise intensity compared to exercising alone. Such exercises could thus improve rehabilitation outcome, but this needs to be tested in long-term clinical trials. It is not clear why participants who competed against each other at the clinic did not exhibit any advantages of competition, and further studies are needed to determine how different factors (environment, nature of opponent etc.) influence patients’ experiences with competitive exercises.Trial registrationThe study is not a clinical trial. While human subjects are involved, they do not participate in a full rehabilitation intervention, and no health outcomes are examined.

Future engineers: the intrinsic technology motivation of secondary school pupils

ABSTRACTThe supply of students motivated to study engineering in higher education is critical to the sector. Results are presented from the ‘Mindsets STEM Enhancement Project’. Fifty-seven new resources packs, designed to improve STEM education in Design and Technology, were given to schools across London. A modified Intrinsic Motivation Inventory questionnaire measured pupils’ (n = 458) motivation towards technology. The results show that although pupils have positive reactions to the technology content within Design and Technology lessons, the type of STEM resources and lessons created through the project had made no significant difference on pupils’ interest/enjoyment towards technology. This suggests stand-alone resources do not improve pupil motivation. The impact of this work to engineering higher education is that the existing levels and the inability to improve pupil motivation in technology at school could be a factor affecting the pursuit of a technology or engineering related education or career.

Competitive and cooperative arm rehabilitation games played by a patient and unimpaired person: effects on motivation and exercise intensity

BackgroundPeople with chronic arm impairment should exercise intensely to regain their abilities, but frequently lack motivation, leading to poor rehabilitation outcome. One promising way to increase motivation is through interpersonal rehabilitation games, which allow patients to compete or cooperate together with other people. However, such games have mainly been evaluated with unimpaired subjects, and little is known about how they affect motivation and exercise intensity in people with chronic arm impairment.MethodsWe designed four different arm rehabilitation games that are played by a person with arm impairment and their unimpaired friend, relative or occupational therapist. One is a competitive game (both people compete against each other), two are cooperative games (both people work together against the computer) and one is a single-player game (played only by the impaired person against the computer). The games were played by 29 participants with chronic arm impairment, of which 19 were accompanied by their friend or relative and 10 were accompanied by their occupational therapist. Each participant played all four games within a single session. Participants’ subjective experience was quantified using the Intrinsic Motivation Inventory questionnaire after each game, as well as a final questionnaire about game preferences. Their exercise intensity was quantified using wearable inertial sensors that measured hand velocity in each game.ResultsOf the 29 impaired participants, 12 chose the competitive game as their favorite, 12 chose a cooperative game, and 5 preferred to exercise alone. Participants who chose the competitive game as their favorite showed increased motivation and exercise intensity in that game compared to other games. Participants who chose a cooperative game as their favorite also showed increased motivation in cooperative games, but not increased exercise intensity.ConclusionsSince both motivation and intensity are positively correlated with rehabilitation outcome, competitive games have high potential to lead to functional improvement and increased quality of life for patients compared to conventional rehabilitation exercises. Cooperative games do not increase exercise intensity, but could still increase motivation of patients who do not enjoy competition. However, such games need to be tested in longer, multisession studies to determine whether the observed increases in motivation and exercise intensity persist over a longer period of time and whether they positively affect rehabilitation outcome.Trial registrationThe study is not a clinical trial. While human subjects are involved, they participate in a single-session evaluation of a rehabilitation game rather than a full rehabilitation intervention, and no health outcomes are examined.

Increasing motivation in robot-aided arm rehabilitation with competitive and cooperative gameplay.

BackgroundSeveral strategies have been proposed to improve patient motivation and exercise intensity during robot-aided stroke rehabilitation. One relatively unexplored possibility is two-player gameplay, allowing subjects to compete or cooperate with each other to achieve a common goal. In order to explore the potential of such games, we designed a two-player game played using two ARMin arm rehabilitation robots.MethodsThe game was an air-hockey task displayed on a computer monitor and controlled using shoulder movements in the ARMin robot. Three game modes were tested: single-player (competing against computer), competitive (competing against human), and cooperative (cooperating with human against computer). All modes were played by 30 unimpaired subjects and 8 impaired chronic stroke subjects. The subjects filled out the Intrinsic Motivation Inventory questionnaire after each game mode, as well as a final questionnaire about game preferences and their personality.ResultsNearly all unimpaired subjects preferred playing the two-player game modes to the single-player one, as they enjoyed talking and interacting with another person. However, there were two distinct player groups: one liked the competitive mode but not the cooperative mode while the other liked the cooperative but not the competitive mode. Unimpaired subjects who liked the competitive mode also put significantly more effort into it than into the other modes. Results from impaired subjects were similar, with even impaired subjects over 60 years old enjoying competitive gameplay. The subjects’ personalities roughly predicted which mode they would prefer, which was especially evident in a poorly-matched impaired pair that preferred the single-player mode.ConclusionsResults indicate great potential for two-player rehabilitation games, in the form of greater enjoyment as well as potentially more intensive exercise compared to single-player games. However, the right game type needs to be chosen for each subject depending on skill and personality, along with selecting an appropriate co-player. Further studies with patients that are currently enrolled in rehabilitation programs are recommended, and the subjective measures used in our study should be augmented with objective measures such as electromyography.

Virtual Rehabilitation Environment Using Principles of Intrinsic Motivation and Game Design

This paper presents a novel multimodal virtual rehabilitation environment. Its design and implementation are based on principles related to intrinsic motivation and game design. The system consists of visual, acoustic, and haptic modalities. Elements contributing to intrinsic motivation are carefully joined in the three modalities to increase patients' motivation during the long process of rehabilitation. The message in a bottle (MIB) virtual scenario is designed to allow interplay between motor and cognitive challenges in the exercising patient. The user first needs to perform a motor action to receive a cognitive challenge that is finally solved by a second motor action. Visual feedback provides the most relevant information related to the task. Acoustic feedback consists of environmental sounds, music, and spoken instructions or encouraging statements for the patient. The haptic modality generates tactile information related to the environment and provides various modes of assistance for the patient's arm movements. The MIB scenario was evaluated with 16 stroke patients, who rated it positively using the Intrinsic Motivation Inventory questionnaire. Additionally, the MIB scenario seems to elicit higher motivation than a simpler pick-and-place training task.

Bilateral upper limb trainer with virtual reality for post-stroke rehabilitation: case series report

Purpose. Stroke is a leading cause of disability with many survivors having upper limb (UL) hemiparesis. UL rehabilitation using bilateral exercise enhances outcomes and the Bilateral Upper Limb Trainer (BUiLT) was developed to provide symmetrical, bilateral arm exercise in a ‘forced’ and self-assistive manner, incorporating virtual reality (VR) to provide direction and task specificity to users as well as action observation–execution and greater motivation to exercise.Methods. The BUiLT + VR system was trialled on five post-stroke participants with UL hemiparesis: one sub-acute and four chronic. The intervention was supplied for 45 min, 4 days/week for 6 weeks. The Fugl-Meyer Upper Extremity score (FMA-UE) was used as the primary outcome measure. Secondary outcome measures used were UL isometric strength and the Intrinsic Motivation Inventory (IMI) questionnaire.Results. The BUiLT + VR therapy increased FMA-UE scores from 1 to 5 and overall strength in the shoulder and elbow. Motivation at the end of intervention was positive.Conclusions. Therapy using the BUiLT + VR system is reliable, can be administered safely and has a positive trend of benefit as measured by the FMA-UE, isometric strength testing and IMI questionnaire.