Motivation In Education Research Articles

Highten Discrete Mathematics Learning Through Gamified: A Sustainable Development Goals (SDG) Perspective

Objectives: This study aims to address challenges in engaging and motivating students in mathematics learning by integrating gamification aligned with Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education. Theoretical Framework: Drawing on the Dick and Carey instructional design model, the study develops a structured approach to gamifying mathematics education using the Quizizz application. Method: A ten-stage development methodology is adopted, covering needs analysis, instructional design, iterative implementation, and evaluation, specifically tailored for first-semester students at IKPIA Perbanas Jakarta. Results and Discussion: The findings indicate that gamification significantly enhances student engagement and comprehension, achieving a 95.83% accuracy rate in mathematics exercises. Discussions underscore the alignment of gamified tools with digital-native students' preferences and their integration into Learning Management Systems (LMS). Gamification complements traditional teaching methods, fostering interactive and effective learning experiences. Research Implications: Gamification offers scalable models for embedding game mechanics into curricular designs, improving motivation and student-centered learning in higher education. Originality/Value: This research highlights the transformative potential of gamification in higher education, contributing innovative insights into its application in mathematics education and its alignment with SDG 4.

Students’ motivation and engagement in interprofessional education: the mediating role of peer relatedness

ABSTRACT Introduction Students’ peer relatedness is vital to their academic achievement and engagement. However, little is known about the mechanisms that can explain such a link in health professions education, especially in interprofessional education (IPE), where interprofessional socialization is promoted. To address the research gap in understanding the social dynamics embedded within IPE and their impact on crucial motivational outcomes, this study examines how peer relatedness (belonging) mediates the link between motivation (both intrinsic and extrinsic) and engagement in IPE. Methods Data from 841 students enrolled in IPE from Medicine, Nursing, Social Work, Chinese Medicine, Pharmacy, Speech and Hearing Sciences, Clinical Psychology, and Food and Nutritional Science from a university in Hong Kong were used in this study. Intrinsic and extrinsic motivation were collected at baseline, while peer relatedness need satisfaction and engagement and disaffection in IPE were assessed after four weeks. We used a fully latent structural equation model to examine whether peer relatedness mediated the link between motivation and engagement in IPE. Results Our results indicate that intrinsic motivation at baseline significantly increases engagement and reduces disaffection four weeks later, while extrinsic motivation shows the opposite effect. Crucially, the adaptive role of motivation to engagement was significantly mediated by relatedness from IPE teams. Specifically, the effect of students’ motivation on their engagement/disaffection in IPE can be partially explained by their relatedness within IPE teams. Conclusion This study underscores the importance of peer relatedness in IPE, highlighting its role in harnessing student motivation to foster student engagement. The findings contribute to a deeper understanding of the psychosocial mechanisms in IPE and highlight the value of collaborative learning environments in fulfilling students’ need for relatedness, thereby fostering adaptive IPE learning outcomes. The implications and limitations of the study are also discussed.

Enhancing Physics Experience: VIRRE (Virtual Reality of Renewable Energy) to Increasing Concept Understanding and Learning Motivation in Secondary Education

This research aims to develop VR in renewable energy materials (VIRRE) to increase students’ concept understanding and learning motivation. This research used Research and Development (R&D) method through ADDIE development model. Validation was carried out to determine the feasibility of VIRRE, then implemented in secondary school students by using problem-based learning model throughout three meetings. Research data was collected through questionnaires and pretest-posttest during classroom learning. The results show that VIRRE has a validity percentage of 94.07% with very valid criteria. The effectiveness of VIRRE media in increasing students' concept understanding and learning motivation is included in medium criteria with n-gain scores of 0.52 and 0.33 respectively. Additionally, VIRRE usage in learning activities showed the most improved indicator of concept understanding and aspect of learning motivation, namely classifying and self-confidence respectively. Moreover, the result indicates that both concept understanding and learning motivation are related to each other, once students are motivated to learn the subject, they can achieve a great understanding of its concept. VIRRE received very good responses from students in aspects of learning activities, materials, and media use with average percentages of 82.22%, 82.7%, and 84.23% respectively. Thus, VR could be an alternative media learning to support educators in delivering physics materials, which are viewed as complicated concepts according to the students.

Factors of increasing learner motivation in simulation-based education in continuing education for nurses

Background: Continuing education affects nursing skills and care specific to nurses, as well as learning attitudes, including learner autonomy. Simulation-based education is reported to create motivation for learners. Purpose: This study aims to determine the factors that motivated participants in a continuing education program for nurses to learn through the program. Methods: This study used a qualitative design. Participants were 10 graduates who had participated in a continuing education program. Data collection used a focus interview, with the content categorized based on similarities. Results: The results of this study identified two categories: Factors Related to Educational Design and Factors related to the learning environment. Conclusion: In continuing education for nurses, the study suggested that relating the simulation theme to daily nursing practices influences the motivation to learn. Another strength of the continuing education for nurses is as the facilitators are familiar faculty members, which creates an enjoyable learning atmosphere.

THE EFFECT OF PROBLEM BASED LEARNING ASSISTED BY VIRTUAL REALITY "MUSEUM SUMPAH PEMUDA" ON CRITICAL THINKING TENDENCIES AND LEARNING MOTIVATION IN SOCIAL STUDIES LEARNING

The Industrial Revolution 4.0 is reshaping social studies to address real-life problems and foster critical thinking skills. Problem-Based Learning (PBL) focuses on resolving actual issues, while Virtual Reality (VR) provides an immersive virtual learning environment within the classroom. This study investigates the effect of VR-assisted PBL, specifically the “Museum Sumpah Pemuda”, on critical thinking tendencies and learning motivation in social studies education. Utilizing a quasi-experimental approach with a pretest and posttest design, the study population consisted of 75 eighth-grade students aged 13-15 years, divided into three classes. Cluster random sampling was applied to select the control class (VIIIB) and the experimental class (VIIIC), each comprising 25 students. The research utilized a critical thinking self-assessment questionnaire developed by Masured Reasons LLC, featuring 20 questions, alongside Facione & Gittens's critical thinking indicators. Additionally, the learning motivation questionnaire was based on criteria from Hamzah B. Uno and included 24 questions. Results from the MANOVA hypothesis test (p<0.05) indicate a significant effect of VR-assisted PBL “Museum Sumpah Pemuda”, on both critical thinking tendencies and learning motivation in social studies learning. These findings suggest that VR-assisted PBL not only cultivates 21st-century skills but also resonates with students' experiences in the technology-driven era of 4.0. Keywords: Problem Based Learning, Virtual Reality, Critical Thinking, Learning Motivation, Social Studies

TƏHSİLDƏ NAİLİYYƏT MOTİVASİYASININ ƏSAS İSTİQAMƏTLƏRİ

Manifestations of achievement motivation in education, including its main directions, are brought into focus in the article. It is noted that achievement motivation is important in maintaining the optimal level of motivation, in increasing the academic indicators of requirements, as well as in building academic performance. In the article, achievement motivation is analyzed from the context of education, and its role in the formation of various skills is distinguished. The research conducted in this field is systematized, including the requirements, directions for optimizing achievement motivation in the field of education are indicated. In the end, it is noted that A necessary condition for the development of achievement motivation is the formation of a positive educational environment.

Роль школьного театра в развитии коммуникации подростков: результаты лонгитюдного исследования

<p>The article analyzes the influence of theatrical activities on enhancing students' offline communication skills and overall socialization. The authors present the results of a two-year theater project conducted in 2023 and 2024. This project included training in scriptwriting and acting, the production of various digital and creative products, as well as group discussions and reflection sessions. The article provides an analysis of data collected during three testing episodes. The research design incorporated Rozhkov’s test for assessing the socialization levels of adolescents, the Children's Assertive Behavior Scale (CABS) adapted by Y.Z. Gilbukh, and interviews with both teachers and students. A total of 79 adolescents aged 13 to 15 participated in the project, which consisted of two experimental groups with varying levels of educational motivation and skills in independent and creative work, along with one control group. It has been empirically established that specially organized theatrical activities within the framework of Digital Theater pedagogical technology contribute to adolescents internalizing humanistic values, improving indicators such as social adaptation and social activity, and strengthening their competence in communication. The communication skills acquired during the first year of the project proved to be sustainable, as demonstrated by subsequent measurements. The article indicates that the best results were achieved by students in the experimental group who were highly engaged in independently performing all tasks as well as participating in creative and production processes. In contrast, students in the second experimental group required more support and time from adults to develop the necessary skills. In conclusion, it is essential to consider the unique characteristics of students and their groups when implementing theatrical activities.</p>

Эффективность преподавания шахмат и установки к предмету в учебных группах с игровым подходом к обучению

<p>The purpose of the study is to identify the impact of the use of educational games in chess lessons as a general education subject on the solution of chess problems and students’ attitudes towards the subject. We hypothesized, drawing from the classic works of L.S. Vygostky, Elkonin, R.M. Ryan, E. Deci, and others, that educational games successfully shape educational motivation in chess lessons among younger schoolchildren. By conducting a comparative analysis of gaming and traditional approaches, considering their impact on the teaching of chess and students' attitudes towards the subject, we can significantly enhance student motivation and educational initiative, thereby improving the quality of chess teaching. This can be achieved by incorporating scientifically based teaching technologies into the educational process. Methods. One of the schools in the Republic of Armenia tested the chess game method of teaching. Four second graders participated in the experiment. The same teacher taught the subject of chess in all classes. We define two classes as control classes, where we taught chess using the usual or traditional method, and the other two classes as experimental classes, where we taught chess using a new game method. Eight students were members of a chess school or club. We did not consider their results when processing the experimental data. We conducted the experiment for nine months, from September 2021 to May 2022. Results and conclusions. Analysis of the characteristics demonstrated a fundamental difference between learning with game elements and the traditional approach, particularly in terms of the parameters of social interaction in learning, where the game approach offers significant advantages. Given the impact of the game approach on chess teaching attitudes, we found that the experimental group had a higher percentage of students (96.0%) wishing for "more chess lessons" compared to the control group (69.4%), and a lower percentage (4.0%) wishing for "as many chess lessons as there are now" compared to the control group (27.4%). The z-test comparing proportions in Table 5 showed that the identified differences in attitudes were statistically significant at the 95% level. The data we obtained allows us to confirm the hypothesis that the gaming method of teaching creates more positive attitudes towards chess lessons.</p>

New types of physical and sports activities as a means of increasing motivation for physical education and sports

New types of physical and sports activities as a means of increasing motivation for physical education and sports

LEARNING MOTIVATION OF HIGHER EDUCATION AND PHD STUDENTS BEFORE AND DURING COMPLICATED CONDITIONS (PANDEMIC COVID-19, MARTIAL LAW IN UKRAINE)

The article compares the views of participants in the educational process regarding the learning motivation in higher education before and during in complicated conditions (pandemic Covid-19, martial law in Ukraine). The author included 3881 respondents in the anonymous online survey carried out through Google Forms during 2019-2023, including: survey of 2019 – 788 Bachelor and Master students, 49 PhD students; survey of 2020-2023 – 2897 Bachelor and Master students, 147 PhD students; used IBM SPSS Statistics 23 for statistical analyses. The survey (2019-2020) shows that intrinsic motivation has the highest indicators (main values on a five-point scale, percentages): students (4,08-4,11; 45,11-49,86%), PhD students (4,12-4,39; 61,22-65,31%). It is shown that there are no statistically significant differences (t-test; p≤0,05) regarding motivation indicators before and at the beginning of complicated conditions between independent samples of higher education students and PhD students in most cases; however, PhD students have slightly higher motivation scores compared to students. The analysis shows the maximum values of intrinsic motivation (the main value of the motivation indicators for 2020-2023 and the interval of the minimum and maximum main value) for student survey in dynamics of 2020-2023 by various characteristics (educational level, gender, specialty, form of study, year of the survey): external negative motivation (M=2,50; 2,33-2,64) → external positive motivation (M=3,60; 3,45-3,70) → intrinsic motivation (М=3,96; 3,78-4,05). Students show a trend of decreasing motivation in dynamics (we mean values on a five-point scale and the year of the survey): external positive motivation – 3,82 (2019) → 3,78 (2020) → 3,71 (2021) → 3,59 (2022) → 3,19 (2023); intrinsic motivation – 4,11 (2019) → 4,08 (2020) → 3,98 (2021) → 3,93 (2022) → 3,76 (2023). Female students show statistically better (t-test; p≤0,05) indicators of intrinsic and external motivation compared to male representatives. It was found out that students with a high level of academic achievement have better indicators of learning motivation.

Rotational training structures and national employment in public health education: an organizational perspective

IntroductionPostgraduate medical education (PGME) relies on structured training rotations and workplace-based learning (WBL) to provide comprehensive clinical training and professional development. Emphasizing WBL, PGME integrates theoretical knowledge with practical skills through direct patient care involvement, underscoring the pivotal role of training institutes in supporting these initiatives. While curricular changes in PGME have been extensively studied in clinical teaching hospitals, PGME programs in public health (PGME-PH) remain underexplored, yet their multidisciplinary nature post-COVID-19 underscores the urgency for effective curricular reforms. This study explores how training institutions offering PGME-PH navigate the adoption of structured training rotations and a transition to a national employer by examining organizational perspectives to enhance sustainability and integration of educational innovations in this unique context.MethodsSemistructured interviews were conducted with 14 participants from 8 training institutions offering PGME-PH in the Netherlands between October and November 2022 to explore their experiences with the implementation of a rotational training structure. The interviews were guided by the Consolidated Framework for Implementation Research (CFIR).ResultsThe analysis identified three pivotal themes influencing sustainable implementation and ownership: influence, communication, and motivation. Participants expressed concerns about reduced influence in organizing PGME-PH and noted significant communication challenges, such as ambiguity in roles, program frameworks, and financial aspects. Despite these obstacles, participants showed strong motivation for education and underscored the importance of collaboration and shared responsibility.ConclusionThe successful implementation of structured training rotations was negatively impacted by training institutions’ experience of limited influence and communication challenges. This led to diminished ownership of the new PGME-PH curriculum, potentially affecting its long-term sustainability. Despite these challenges, participants maintain high motivation for educational delivery. Enhancing sustainable implementation requires fostering ownership, promoting collective responsibility, establishing clear communication channels, and nurturing motivation. These factors are crucial for ensuring the success and longevity of educational programs such as PGME-PH.

Динамика развития мотивационно-потребностной сферы во второй фазе младшего школьного возраста

<p>The article presents the results of a study based on the principle of a longitudinal study, which reveals the dynamics of the development of educational motivation and broad social motivation in children. The study involved 44 children aged 9-10years (27 boys and 17 girls) who studied in the 3<sup>rd</sup> grade in the 2022-2023 academic year and in the 4<sup>th</sup> grade in the 2023-2024 academic year. In the study of motivation, the methods "The level of motivation of teaching" and "Subjective position", the method of motivational preferences "Goldfish" and the method "Golden Age" were used. It is shown that children at the end of primary school age are characterized by a combination of object and subject positions in relation to education; the changes occurring at this time in educational motivation are traced– a decrease in its level from 3<sup>rd</sup> to 4<sup>th</sup> grade. The relative stability of motivation with a broader social context has been established. There are only two trends – a weakening of "children's" desires (possession of things, toys, etc.) and an increased focus on achieving emotional and material well-being. The correlations between the indicators of educational and broad social motivation are revealed. In particular, a perspective and optimal subjective position in relation to education correlates with a focus on the future, the realization of one's goals, friendship with peers and concern for the well-being of the teacher.</p>

Exploring the interplay of academic stress, motivation, emotional intelligence, and mindfulness in higher education: a longitudinal cross-lagged panel model approach

Students in higher education often encounter significant academic pressure, which can have profound implications for their mental health and academic performance. The current study employs a two-wave longitudinal design to investigate the dynamic interrelationships among academic stress, academic motivation, emotional intelligence, and mindfulness. The study employed a cross-lagged panel model to investigate the temporal interactions among these four constructs and their influence on the academic experiences of doctoral students. The sample consisted of 643 individuals at Time 1 (September/October 2022), followed by a subsequent assessment involving 413 participants (July/August 2023). Notably, there was an overlap of 373 participants who were evaluated at both time points. The results indicated the presence of substantial reciprocal relationships among the constructs under investigation. The outcomes indicated that elevated emotional intelligence and mindfulness levels are associated with reduced academic stress and enhanced motivation. The implications of this analysis underscore the necessity of facilitating interventions aimed at enhancing emotional intelligence and mindfulness. These components are instrumental in promoting resilience and supporting academic success among students. These longitudinal insights hold significant importance within the academic literature as they elucidate the various stressors doctoral students encounter. Furthermore, this research provides practical implications for educators and policymakers in formulating targeted strategies to enhance student well-being and improve educational outcomes.

Associations between effectiveness of blended learning, student engagement, student learning outcomes, and student academic motivation in higher education

Associations between effectiveness of blended learning, student engagement, student learning outcomes, and student academic motivation in higher education

Students’ perception of authentic assessment in higher education: Exploring the relationship between assessment preference and motivation in higher education

Students’ perception of authentic assessment in higher education: Exploring the relationship between assessment preference and motivation in higher education

Factors influencing creative labor of intellectuals in Vietnamese universities: Empirical insights

Intellectuals play a critical role in Vietnam's industrialization, modernization, and knowledge-based economy. This study explores the motivating environment fostering creative labor among intellectuals in universities, a key segment of this workforce. Using data from 256 staff members across 30 universities, the research employs expert methods and the Relative Importance Index (RII) to evaluate 16 influential factors. Results show that factors such as salary policies, work supervision, recognition of creative ideas, and intellectuals’ self-learning spirit have the highest impact on fostering creativity. This study highlights the need for comprehensive institutional reforms to enhance intellectual motivation and creativity in higher education, offering actionable insights for policy and practice.

The Adoption of a Questionnaire to Evaluate High School Science Teachers’ Motivation for Reading and Teaching with Primary Scientific Literature

ABSTRACT The motivation of educators to select and utilize specific instructional tools, such as primary scientific literature (PSL), remains an unexplored area. PSL-based instruction has shown positive outcomes for undergraduate students, but its use in high schools remains limited, likely due to the significant influence of teacher motivation on the choice of instructional tools. Our study shed light on constructs that define teachers’ motivation to read and teach with PSL. We seek to adopt and validate an instrument that measures the identity (performance/competence and interest) and expectancy-value constructs (self-efficacy, attainment value, intrinsic value, utility value, and perceived costs) that shape teacher motivation. We hypothesize that our measurement of these constructs will reveal redundancies and that increasing motivation to participate in a task (reading PSL) will boost the likelihood of using that task as an instructional tool (teaching using PSL). The questionnaire was administered to high school science teachers in the United States and was validated using factor analysis. The finalized instrument revealed the redundancies across the motivation constructs, confirming that identity and expectancy-value constructs can be used to measure motivation in two different but valid ways. Overall, there was less motivation for teaching using PSL than for reading PSL in performance/competence and self-efficacy constructs. Higher perceived costs were associated with teaching, and there were significant differences between reading and teaching using PSL in attainment value and self-efficacy. Our questionnaire to measure motivation for selecting an instructional tool can provide valuable insights into teachers’ attitudes toward using specific instructional strategies.

Unlocking the potential: Evaluating the impact of online gamified and non-gamified assessment tools on academic performance, motivation, engagement and satisfaction in undergraduate medical education

ABSTRACT With the advent of technology-enhanced learning, gamification has emerged as a promising strategy to augment student engagement and motivation for formative assessments. This study investigates the effects of online gamified versus non-gamified formative assessment tools on undergraduate medical students’ academic performance, motivation, engagement and satisfaction. Utilising a comparative experimental design, this research involved 222 undergraduate medical students who were randomly assigned to two groups for the end-module assessments. Academic performance was measured through end-module assessment scores, and a questionnaire assessed the motivation, engagement and satisfaction levels of the students with these platforms. Students exposed to gamified assessments showed a significant improvement in academic performance and motivation compared to their non-gamified counterparts. The findings of this study highlight the beneficial impact of gamified formative assessments in medical education, particularly in terms of improving academic performance and student motivation.

Exploring the Impact of Collaborative Learning on Student Motivation and Academic Achievement in Higher Education

Collaborative learning has emerged as an effective educational strategy that fosters student interaction and enhances learning outcomes. This paper examines how collaborative learning approaches, such as group projects, peer feedback, and cooperative tasks, influence student motivation and academic performance in higher education. The study reviews key theories and empirical evidence supporting the positive impact of collaborative learning on student engagement and achievement. It also highlights the challenges of implementing collaborative learning in diverse academic environments, such as issues related to group dynamics and individual accountability. The paper concludes by offering practical recommendations for educators seeking to integrate collaborative learning methods into their teaching practices to improve student outcomes.

Gamification in Flipped Classrooms for Sustainable Digital Education: The Influence of Competitive and Cooperative Gamification on Learning Outcomes

This study examines the effects of competitive versus cooperative gamification mechanics on the learning achievement of female first-year middle school students in flipped classrooms, highlighting its implications for designing sustainable learning environments. Employing a quasi-experimental design, 60 students were randomly assigned to two experimental groups, each engaged in a flipped classroom environment with either competitive or cooperative gamified elements. While both groups showed significant improvement in post-test scores, no significant differences were observed in cognitive achievement or skills acquisition between the groups. These findings emphasize that competitive and cooperative gamification mechanics can be equally effective in enhancing learning, suggesting that the choice of mechanic does not critically impact learning outcomes. The study provides practical guidance for educators and instructional designers in developing balanced gamified learning environments that optimize competitive and cooperative strategies, thus fostering a more versatile and adaptable approach to student motivation and engagement in sustainable technology-enhanced education.