Learning Motivation Research Articles

Latent classes of learners in people with type 2 diabetes, stratified by educational status: A cross-sectional study

ObjectiveResearch suggests that people with type 2 diabetes (PWT2D) exhibit different approaches to learning about disease-management. This study’s aims to identify distinct learner groups among PWT2D and stratify them by educational status (ES). MethodsCross-sectional data from 227 PWT2D, collected through 46 Likert-scale questions on learning behaviors, preferences, and attitudes, were analyzed using latent class analysis, to identify learner groups. Participants were recruited via healthcare practices in central Germany and a countrywide online survey. Group membership was displayed according to low, medium, and high ES, defined by years of schooling. ResultsFour learner groups were identified: casual, versatile, insecure, and theorist learners. Insecure learners accounted for almost half of all respondents in the low ES group (46 %), casual learners were most prevalent among PWT2D with a medium (27 %), versatile (34 %) and theorist (29 %) learners among those with a high ES. ConclusionThis study sheds light on learner groups among PWT2D, which differ by ES, suggesting social disparities in diabetes care. Further research is needed to validate these findings. Practice ImplicationsUnderstanding individual learning preferences and motivations is crucial for developing effective diabetes self-management trainings, which may involve providing additional background material for theorists and practical applications for insecure learners.

A Study of Chinese University Students’ English Learning Motivation, Anxiety, Use of English and English Achievement

Research has found that contact with a second language (L2), L2 motivation and foreign language anxiety are important variables affecting L2 learning. Nevertheless, not much research has explored the relationships among these variables and their interactive effects on L2 learning outcomes. The present large-scale survey study examined the relationships between English learning motivation, English classroom anxiety and use of English, as well as their predictive effects on Chinese university students’ English achievement. A total of 439 randomly sampled students from two Chinese universities in Beijing answered the background information questionnaire, the 8-item English Classroom Anxiety Scale and the 35-item English Learning Motivation Questionnaire. The major findings were as follows: (a) English learning motivation, English classroom anxiety and use of English were significantly correlated with one another, and (b) English classroom anxiety, use of English and English learning motivation generally significantly predicted the students’ English achievements. These findings confirm the importance of L2 motivation, foreign language anxiety and contact with the L2 for second language learners. Hence, specific suggestions (e.g., reading and listening to more of a second language, creating a supportive and relaxed L2 classroom environment, etc.) are discussed regarding how to enhance L2 learning motivation, reduce foreign language anxiety and increase contact with the L2 in second language learning, so as to ensure sustainable development in second language learning.

The Effect of Dorminatory Environment and Character Development on Student Motivation at Bumi Kartika Asri Jatinangor

This Study Entitled The Influence Of Competency And Teacher Performance On Student Learning Motivation In Muhammadiyah 6 Bandung Middle School. This research is conducted on the basis that the competencies that must be possessed by the teacher as the mandate of the Law and the performance of the teacher both in educating, guiding and teaching students will have a positive impact on the formation of student motivation. The purpose of this study was to see the effect of teacher competency and performance on student learning motivation. The research method used is descriptive quantitative method as a lot of research demanded to use numbers, starting from data collection, interpretation of the data, and the appearance of the results, but in the final results a descriptive description of the final conclusions from the calculation of the numbers is clearly explained. The final results of this study are looking at the effectiveness of teacher competencies, looking at teacher performance and student motivation so far in the field. And the main outcome of this study is to see how much influence the competence and performance of teachers have on student motivation seen from the results of the analysis data using SPSS 23.

Meningkatkan Hasil Belajar Siswa Melalui Metode Problem Based Learning Dengan Bantuan Media Canva Fase E Kelas X di SMA Negeri 3 Medan

This research aims to improve the learning outcomes of 10th-grade students at SMA Negeri 3 Medan through the implementation of Problem Based Learning (PBL) method with Canva media assistance on the topic "Being Critical and Responsible towards Mass Media Influence". This classroom action research was conducted in two cycles, involving 13 students. Data were collected through learning outcome tests, independence activity observations, and learning motivation questionnaires. The results show a significant increase in students' average scores from 75 in cycle 1 to 85 in cycle 2. Learning independence increased by 17.5%, while learning motivation rose by 18.75%. The integration of Canva in PBL proved effective in enhancing student engagement and the quality of learning outputs. In conclusion, the PBL approach with Canva media successfully improved students' learning outcomes, independence, and motivation in media literacy education.

Using knowledge building and flipped learning to enhance students' learning performance in a hands‐on STEM activity

AbstractBackgroundSociety requires individuals to have the ability to synthesise knowledge from diverse sources, typically acquired through science, technology, engineering, and mathematics (STEM) education.Objectives and MethodsWe utilised a moderately rigorous design to investigate the effects of combining a hands‐on STEM activity with active learning approaches of knowledge building (KB) and flipped learning on the learning performance of 188 senior students. Students needed to work in groups to construct a remote‐controlled car using a remote‐control module and electrical circuit, followed by the task of putting balls into a basket.ResultsAfter the activity, all participants' STEM knowledge, learning motivation, and creativity improved. For STEM knowledge, students who received the integrated KB and flipped learning approach (E2 group) outscored those who received only KB (E1 group), whereas the E1 group outperformed those who received lectures (control group). For learning motivation, the E1 group outperformed the control group. The E2 group outperformed the control group on the post‐test only when the students' learning motivation pre‐test scores were lower, suggesting the effectiveness of both active learning approaches. For creativity, both E1 and E2 groups performed better than the control group.ConclusionsThe potential benefits of combining active learning approaches with hands‐on STEM activities were revealed in terms of STEM knowledge, learning motivation, and creativity. Surprisingly, the combination method was the most effective in energising unmotivated students for STEM education.

Peningkatan Hasil Belajar Pendidikan Agama Katolik dengan Model PBL Berbantuan Media Gambar Kelas VI SDN 1 Paraduan

This classroom action research aimed to improve students' learning outcomes in Catholic Religious Education by implementing a problem-based learning (PBL) model assisted by visual media in grade VI students of SDN 1 Paraduan. The research was conducted in two cycles. The first cycle was conducted on September 17, 2024, from the first to the third lesson period, with a total duration of 105 minutes, divided into 15 minutes for the opening activity, 75 minutes for the core activities, and 15 minutes for the closing activity. The second cycle was conducted on September 19, 2024, with the same duration. The results showed a significant increase in students' learning outcomes after the implementation of the PBL model, with the average score increasing from 77 in the first cycle to 85 in the second cycle. This indicates that the PBL model is effective in improving students' learning motivation and understanding of religious concepts.

PERTENCIMENTO E RECONHECIMENTO NO CONTEXTO DA EDUCAÇÃO DE JOVENS E ADULTOS: REFLEXÕES SOBRE MEMÓRIA E IDENTIDADE

This article discusses the importance of belonging and recognition in the context of Youth and Adult Education (EJA), with an emphasis on its implications for memory and education studies. Based on a theoretical review based on the works of authors such as Baumeister, Leary, Maslow, Hegel and Honneth, we seek to explore how these concepts influence the construction of identity, the retention of information and the social interaction of educational subjects. The feeling of belonging and recognition in the educational environment are essential for the academic and emotional development of students, directly impacting engagement and motivation for learning. The main objective of this research is to investigate the role of belonging and recognition in EJA, analyzing the contributions to the formation of identity and the academic development of students.

Development of a virtual teaching module for advanced semiconductor fabrication and its learning effectiveness analysis

AbstractSemiconductor fabrication is the process of manufacturing semiconductor devices, typically integrated circuits (ICs) such as microprocessors and memory. This involves transferring circuit diagrams onto a silicon wafer using photomasks and photoresists. After a series of fabrication processes, ICs are created on the wafer surface and then diced into individual chips, which are packaged and tested with quality control procedures to become the final products. Virtual reality (VR) simulates imaginary experiences or environments difficult to achieve in the real world through human senses and immersive equipment, allowing users to interact in a virtual 3D space in real time, making it well suited for applications in science education and industrial training. This study transforms the essential knowledge of advanced semiconductor manufacturing processes into an easily understandable virtual teaching module, thereby creating educational resources for high school and college students. The objective is to enhance their scientific and technological literacy, yielding substantial benefits for the general public. This study utilized VR technology to simplify and clarify the knowledge about the semiconductor manufacturing process, making it more engaging for learners. The virtual teaching module's learning content includes an overview of wafer preparation, semiconductor fabrication, chip packaging, and IC testing. Users can interact with the virtual teaching module and conduct virtual experiments to enhance their understanding by trial and error. Experimental results show that it can improve students' learning achievement and learning motivation. Therefore, the virtual teaching module is suitable for high‐school students and the general public to understand semiconductor technology and its applications. The effectiveness of the virtual teaching module is heavily dependent on the availability and quality of VR hardware and software. Limited access to advanced VR equipment or technical issues could have affected the learning experience, thereby influencing the learning outcomes.

Students’ Cognitive, Affective, and Behavioural Perceptions of the Quizizz Towards Their Grammar Skills in a Business English Training Class at PT. Xl Axiata Tbk. Jakarta

This study explored students’ perceptions of the Quizizz platform in a Business English training class at PT. XL Axiata Tbk. in Jakarta. To promote effective language learning, especially in a Business English training class, a dynamic and engaging teaching approach is essential. Traditional methods such as lectures and exercises often lack the enthusiasm necessary to actively involve students in the learning process. In incorporating game-based elements like rewards, rivalries, and instant feedback, gamification provides a potential solution to increase engagement and improve learning outcomes. The study utilized a mixed-methods design, gathering data through questionnaires, interviews, and documentation analysis. The sample included 47 students from a Business English training class at PT XL Axiata Tbk. Jakarta. The results showed that Quizizz, as a gamification platform, enhances student engagement and motivation in language learning and underscores the potential of gamification in language instruction, particularly within the context of a Business English training class.

Learner perceptions of a national CLIL innovation in foreign languages in the Republic of Ireland (5474)

This paper describes a Content and Language Integrated Learning (CLIL) curriculum innovation to improve motivation in language learning undertaken in the Republic of Ireland through a national pilot in transition year (TY) in 2021–2023 for learners aged 15–16. Here we extract data from part of an empirical evaluation study focussing on the research question, what are learner perceptions of learning through CLIL approaches in a national pilot module? A CLIL module on the theme of Fair Trade based on geographical and mathematical skills and content was taught through either French, German, Italian or Spanish. Models varied between schools—most undertook the module by teaching two to three lessons per week within a six-eight week period. A minority taught through this approach throughout the year. Results are presented from learner focus groups in three diverse school contexts and an online learner questionnaire drawn from all participating learners in these schools. Group discussions were recorded and transcribed. Thematic analysis was undertaken based on the Process Motivation Model for investigating CLIL in the classroom (PMM). Analysis and discussion include the positive impact on a large majority of learners and practical implications around the nature of learning a linear school subject in TY. Lessons learned include the need to extend this innovation to the wider curriculum, and the need for further professional learning for teachers. Constraints due to the nature of TY year and the module are acknowledged.

Hubungan Motivasi Belajar dengan Prokrastinasi Akademik Siswa di Sekolah Menengah Pertama

This research is motivated by the phenomenon of many students engaging in academic procrastination at school. Forms of academic procrastination include students making assignments in class while the teacher is explaining the subject matter, copying friends' assignments, not completing assignments, and submitting assignments beyond the time limit. Students also stated that their reasons for carrying out academic procrastination were that the large number of assignment demands given by teachers in each subject with a deadline of only a few days meant that students were unable to do their assignments well. This research aims to (1) describe the picture of students' learning motivation. SMPN 26 Padang, (2) describe the picture of academic procrastination of SMPN 26 Padang students, and (3) examine the relationship between learning motivation and academic procrastination of SMPN 26 Padang students. This research uses quantitative methods with a correlational research type. The sample in this study was 167 students selected using the Proportional Random Sampling technique. The data was processed using descriptive analysis and Pearson product moment correlation analysis using the SPSS version 20 for Windows program. The results of this study show that (1) students' learning motivation is in the medium category with a percentage of (35.9%), (2) students' academic procrastination is in the high category with a percentage of (56.9%), (3) there is a significant relationship and has a negative direction between learning motivation and academic procrastination with a calculated r correlation value of -0.312 with a significance level of 0.000 at the weak relationship level.

Penggunaan teknik Fives dalam meningkatkan pemahaman membaca teks naratif di SMP

This study aims to evaluate the effectiveness of the FIVES (Facts, Inferences, Vocabularies, Experiences, and Summary) technique in improving learning motivation and reading comprehension of narrative texts among 9th-grade students at Madrasah Mu'allimin Yogyakarta. The research background includes students' difficulties in understanding texts and finding information from readings, as well as the need to increase their learning motivation. The researcher employed Classroom Action Research (CAR) methodology, consisting of two cycles. Data were collected through test and non-test techniques (observation, questionnaires, and documentation), then analyzed using qualitative and quantitative methods. Results show a significant increase in English learning motivation after implementing the FIVES technique. Students became more enthusiastic about improving their narrative text reading skills. The average student scores also improved from 72.9 in Cycle I to 84.46 in Cycle II. In conclusion, the FIVES technique proves effective in enhancing students' learning motivation and reading comprehension of narrative texts. This research recommends using the FIVES technique as a good method for teaching reading skills.

Exploring the Relationship Between Challenge and Reward for Game Based Learning

The aim of this research is to investigate how problem-solving challenges affect young people’s motivation for learning computer programming. It explores the relationship between difficulty and reward as part of a game-based learning application and evaluates the effectiveness of the ARCS learning model when teaching primary school children. Research in game-based learning is based, in part, on the study of the impact of games on students' learning motivation, engagement and outcomes. The ARCS model, developed by John Keller in 1987, is a widely recognized model for designing effective instruction that motivates and engages learners. The model is a cognitive psychology-based learning model that consists of four main elements: Attention, Relevance, Confidence, and Satisfaction. A pilot study comprising primary school teachers was conducted to evaluate the effectiveness of the ARCS model. Two experiments were conducted: the first an experimental group based on the design of the game focussing on the player’s experience and evaluation of the difficulty and reward mechanisms. For this group, the game dynamically changes in terms of difficulty and rewards. This is achieved by adjusting the difficulty and rewards through a dynamic player score to maintain player attention, confidence, and satisfaction. The second experiment involved a control group, where the game adopts a traditional linear learning model where difficulty and reward are fixed. For both experiments, data was collected from a feedback questionnaire. The questionnaire was designed to be closely aligned and mapped to the ARCS learning model’s four elements. The scores of the results were based on the Likert scale and t-test to determine the significance of the difference in scores between the experimental and control groups. Results based on data analysis of the user study show that the overall mean score of the experimental group is higher (= 4/5) compared to the control group (= 2.2/5) on all four ARCS elements. Further analysis shows that the most prominent teaching impact is on players’ satisfaction.

Game Lab Innovations in Education: Insights from a Board Game Design Project

From the perspective of educators, game development has great potential as a teaching method, as it promotes group collaboration, project-based learning and the development of content tailored to a given target group. This paper is based on a study that was carried out through an international project, implementing an educational game development concept called Game Lab into an educational context. The study explored professional development topics such as game-based learning, game development, and game testing, along with the Game Lab method focusing on group dynamics, progression, and creativity. It employed an abductive analysis of written responses from twelve teachers who participated in the Let’s Play project, which involved a Game Lab component. The teachers, ranging in age from their thirties to their sixties, represented all levels of education from preschool to upper secondary school. They responded to a survey with open-ended questions and reflection notes, providing insights into their experiences with game development methods as pedagogical tools. Their responses were analyzed to identify key themes and patterns. Findings suggest that this approach has broadened participants' perspectives on utilizing diverse games and game development techniques in education, aligning with prior research on production pedagogy. It underscores the importance of integrating in-game content with real-world contexts as a modern teaching method. Participants also highlighted that effective game-based learning supports a constructivist approach to teaching over behaviorism. The participants emphasized their increased insight and understanding of game development and game systems and how the combined effect of educational game design and the Game Lab method (working in teams) resulted in a more valuable learning outcome than they would have experienced alone. They also reported an improved understanding on how working with the development of a board game made them dig much deeper into the topic at hand. In addition, they found that this increased their motivation for learning, knowing that this was going to be a product that was to be tested and played by others (pupils and teachers). Furthermore, the participants highlighted the role of group dynamics in fostering teamwork and consensus during the collaborative game development process.

Game-based Learning for Science Education in Institutional Care Settings in Northwestern Mexico

Play has been key to knowledge acquisition, creativity, and innovation. In education, game-based learning (GBL) is a physical and digital environment that enhances learning outcomes in students. This paper presents the results of observational research on game-based learning in science education as a motivation for young students from two institutional care settings in Northwestern Mexico, in the State of Sonora. The observational research touched on 1) game-based learning in science, technology, engineering, and mathematics (STEM) education, and 2) learning motivation in vulnerable student groups. This paper focuses on the authors' experiences, most of them early researchers focused on science education, their purpose of promoting game-based learning in STEM education, and interviews with representatives from both institutions. We found that game-based learning was seen as a novelty, innovative, and motivational way of engaging young students from institutional care settings to learn and become curious about the STEM field. We also designed and created games focused on STEM subjects in both institutions. Students living in institutional care settings face even greater obstacles regarding education. In some instances, the lack of mentorship or follow-up tutoring activities can determine their academic outcome or lack thereof. With the ever-changing world of technology, industries demand highly qualified people in STEM fields. Nonetheless, international organizations such as the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Organisation for Economic Co-operation and Development (OECD) have reported that school systems around the world are not equipped with the proper teaching methodologies for students to acquire basic skills such as mathematics nor critical thinking. In Mexico, public school systems and institutional care settings often lack teacher training or mentorship approaches to promote STEM education. This paper concludes with a reflection on the benefits of GBL in STEM education in such settings and suggestions for student-led collaborations with children and youth in such settings.

Penggunaan Model Pembelajaran Problem Based Learning (PBL) Untuk Meningkatkan Minat Belajar Peserta Didik Pada Materi “Kemampuanku Terbatas” Berbantu Media Audio Visual Fase D Kelas VII Dalam Pembelajaran Agama Katolik di SMP Regina Pacis Belitung

This study aims to improve students' learning interest through the implementation of the Problem Based Learning (PBL) model, supported by audio-visual media, on the topic “Kemampuanku Terbatas” in Catholic Religious Education. This Classroom Action Research (CAR) was conducted at SMP Regina Pacis Belitung, Grade VII, involving 12 students. The focus of the research was to enhance students' engagement and learning motivation, which previously showed low levels of interest. The study was carried out in two cycles, each consisting of planning, action implementation, observation, and reflection. In the first cycle, the average score of students' learning interest reached 17.83, indicating sufficient participation but not yet optimal. Through the PBL intervention, using audio-visual media as a learning aid, the lessons became more interactive and engaging. In the second cycle, the average learning interest score increased to 20, with an average improvement of 2.17 points. These results demonstrate that the implementation of PBL, supported by audio-visual media, effectively enhances students' interest and engagement. The students became more active in solving problems and more motivated to participate in discussions and group learning activities. The visual media also contributed to a better understanding of the material. Based on these findings, it is recommended that the PBL model, complemented by audio-visual media, be applied in religious education to deepen understanding and increase students' learning interest.

Peningkatan Keaktifan Siswa Melalui Penerapan Problem Based Learning (PBL) pada Materi "Aku Memiliki Kemampuan" di SMP Negeri 7 Sintang

Student engagement in learning plays a crucial role in enhancing material comprehension and learning motivation. Active students are more likely to engage in critical thinking, participate in discussions, and solve problems presented to them. However, in many schools, student engagement remains low due to passive teaching methods, such as lectures. To address this issue, the Problem Based Learning (PBL) method is implemented. PBL encourages students to actively solve real-world problems relevant to their lives, thereby increasing their involvement and participation in the learning process. This research aims to improve the engagement of grade VIII students at SMP Negeri 7 Sintang on the Aku Memiliki Kemampuan topic through the application of PBL. The results indicate that PBL successfully enhanced student engagement, with student participation increasing from 30% in the initial condition to 85% after two learning cycles. Additionally, the students' average scores significantly improved. Thus, PBL is proven effective in enhancing both student engagement and learning outcomes.

Gamified Networked Learning Environments in Higher Education: A Study on Student Engagement and Value Creation in Computer Science

In the rapidly evolving domain of computer science education, fostering deep engagement and sustained motivation among students remains a challenge. This study introduces the Answers platform, a pioneering online learning environment developed at TU Delft. This research aims to reimagine the learning experience for Bachelor and Master of Science Students in computer science by integrating gamification elements grounded in Wenger's value creation framework. Our paper explores two critical research questions: the perception of learners towards gamified learning experiences and the impact of the Answers' system on value creation and motivation. We incorporated points, badges, and leaderboards in a semester-long intervention to enrich the learning landscape. The Value Creation Questionnaire (VCQ) results indicated that the platform effectively created potential and applied value, significantly enhancing students' learning practices and motivation. However, its impact on fostering social connections could have been more pronounced. The platform also moderately influenced students' ability to impact their world and shift perspectives. The Intrinsic Motivation Inventory (IMI) revealed that students generally enjoyed using the platform but felt it did not significantly enhance feelings of connectedness. This paper contributes to the body of knowledge by demonstrating the efficacy of gamification in computer science education and offering insights into the design of engaging online learning platforms. By bridging theoretical frameworks with practical application, the Answers platform exemplifies the potential of gamified environments to revolutionize educational practices in the digital age.

Meningkatkan Hasil Belajar Pak dengan Metode PBL Berbantuan E-LKPD

Education is a systematic process that aims to develop the potential, knowledge, skills, attitudes, and character of individuals, so that they can become individuals who are useful in their personal, social, and work lives. The main goal of education is to prepare individuals to face life's challenges, contribute to society, and achieve complete self-development. Education plays an important role in shaping civilization and encouraging the progress of a nation. The quality of learning in schools is largely determined by two main factors, namely student learning motivation and teacher teaching creativity. However, at SDN 091448 Saribujawa, Catholic Religious Education learning often faces obstacles, such as the use of monotonous teaching methods, which have an impact on low student interest and learning outcomes. This study aims to improve student activity and learning outcomes through the application of the Problem-Based Learning Model (PBL) in grade V students of SDN 091448 Saribujawa, with a focus on how PBL can improve learning outcomes and students' self-understanding as developing individuals. The implementation of PBL supported by technology in the learning process has succeeded in increasing student motivation and their learning outcomes, as indicated by the increase in the average value from cycle I to cycle II. In addition, there was a significant improvement in student attitude indicators, such as cooperation, responsibility, and independence.

Meningkatkan Motivasi Peserta Didik Melalui Model Problem Based Learning Berbantuan Media Audiovisual di Fase C Kelas 5 SDN 040519 Tanjung Barus

This study aims to enhance student learning motivation through the implementation of the Problem Based Learning (PBL) model supported by audiovisual media in the fifth grade of SDN 040519 Tanjung Barus. The method used is classroom action research, consisting of two cycles, with each cycle including planning, implementation, observation, and reflection. Data were collected through observations, questionnaires, and interviews to evaluate student motivation before and after the PBL model implementation. The results indicate that the application of the PBL model significantly improves student learning motivation, as reflected in increased active participation in discussions, a desire to complete assignments, and positive responses to feedback from teachers. The average motivation score increased from 65% in the first cycle to 85% in the second cycle, demonstrating that the applied learning strategy was successful. This study provides important contributions to the development of more engaging and relevant teaching methods and offers recommendations for teachers to integrate audiovisual media into the learning process to enhance student motivation and engagement.