Intrinsic Motivation Of Students Research Articles

GAMIFICATION AND INCLUSIVE EDUCATION: PROMOTING THE ENGAGEMENT OF ALL STUDENTS

Gamification, defined as the application of game elements in non-playful contexts, has proven to be a promising strategy for engaging students in the teaching-learning process. When applied to the context of inclusive education, gamification offers opportunities to increase the participation of students with different profiles and needs, promoting a collaborative and engaging learning environment. This article explores the impact of gamification on inclusive education, analyzing how this approach can be used to ensure that all students, including those with disabilities and other learning challenges, can benefit from innovative methodologies. Based on a literature review and case studies, the article discusses the main benefits of gamification for inclusion, such as increased engagement, personalization of learning, and intrinsic motivation of students. It is concluded that gamification has a fundamental role in advancing a more inclusive and equitable education, highlighting the need for adequate infrastructure and teacher training for its effective implementation.

Secondary vocational education and academic motivation in Sint Maarten

This study investigates the relationship between career and study fair participation and the motivations of Sint Maarten’s secondary vocational students. Using a mixed-method design, data was collected from 98 participants (N = 98) who completed an online survey consisting of the Academic Motivation Scale (AMS). Twenty-one survey participants were subsequently interviewed. Key findings indicated that extrinsic motivation was the highest among participants. The results indicate that a single career fair alone may not be sufficient for improving the intrinsic motivation of students. Future studies should investigate the impact of attending multiple career fairs over a longer period. Overall, the research findings contribute to our understanding of academic motivation and the correlations between career and study fairs and secondary vocational student motivations in Sint Maarten. The findings highlight the importance of improving fair attendance through better promotion and logistical support for students, while also emphasizing the need to address stigmas that affect intrinsic motivation of students. The findings of this study can be particularly useful among policymakers and school leaders in the field of vocational education.

Leveling Up: Gamification Pedagogy in the Hagiological Classroom

Gamification is a specific type of experiential learning theory (ELT) that emphasizes student choice and activities to transform mundane tasks into a desirable opportunity to learn. This pedagogical approach is particularly useful in information-heavy courses, such as courses that engage in the study of religious mysticism or “hagiology”. In hagiology classes, students are exposed to new hagiographic media and discuss methods that are particularly complicated because this content is not only heavy on data but also engages the affective dimensions of human experience. This article explores leessons learned from the successes and failures of gamification pedagogy in my “Masters and Mystics” course, where students comparatively study Christian mysticism and Muslim Sufism. In particular, this article analyzes gamifacation’s ability to promote intrinsic student motivation through “game mechanics and experience design”, which is particularly salient in the hagiological classroom. I end the article with a discussion of how I have reworked the course with new gamification practices into a “Comparative Mysticism: Christianity and Islam” course.

PELAKSANAAN SENAM PAGI DI SDN 153/VI RANTAU PANJANG X KECAMATAN TABIR

Abstract This research, there was a problem with the implementation of morning exercise which was not running well and smoothly. There are several factors that influence students, namely intrinsic motivation factors and extrinsic motivation factors that occur in students. This resulted in the exercise not running. This type of research is descriptive. The population in this study was 172 students at SDn 153/VI Rantau Panjang X, Tabir District. With samples taken using statistical random sampling technique, the sample consisted of 49 students. In this research, the type of data is primary data, namely data originating from distributing questionnaires, data collected through questionnaires and analyzed using percentages. The results of this research are that for the student intrinsic motivation variable, an achievement level of 80.70% was obtained. This means that students' understanding of their own intrinsic motivation for carrying out morning exercise at SDN 153/VI Rantau Panjang X, Tabir District is in a good classification. Likewise, for the student extrinsic motivation variable, an achievement level of 80.78% was obtained. This means that students' understanding of the external motivation that they apply to the implementation of morning exercise is also in a good classification. It is recommended that the school be more diligent and active in motivating students so that the morning exercise can run well as we hope. Keywords: Implementation exercise morning

MOTIVASI BELAJAR SISWA DALAM PEMBELAJARAN PENDIDIKAN JASMANI OLAHRAGA DAN KESEHATAN DI SDN 73/VI TANJUNG DALAM KECAMATAN LEMBAH MASURAI

Abstract In this research, the problem that the author found when conducting observations in the field was that students' motivation was still low in learning physical education, sports and health at SDN 73/VI Tanjung Dalam Lembah Masurai District. There are many factors that influence the learning process in physical education, sports and health, one of which is the motivation factor. This type of research is descriptive. The aim of this research was to determine students' motivation in learning physical education, sports and health at SDN 73/VI Tanjung Dalam Lembah Masurai District. The population in this study was 58 students at SDN 73/VI. Samples were taken using random sampling technique, with a total sample of 38 people. directly by researchers by submitting questionnaires to students. Meanwhile, secondary data is taken from student documentation archives from School Administration. Next, the data was analyzed by percentage using the ideal value score. Based on the results of data analysis, it shows that the variable intrinsic motivation of students at SDN 73/VI Tanjung Dalam Lembah Masurai District, obtained an achievement level of 84.70%, with a "Good" classification. Meanwhile, the extrinsic motivation of students at SDN 73/VI Tanjung Dalam Lembah Masurai District, achieved an achievement level of 83.07%, which was classified as "Good". Keywords: Intrinsic Motivation, Extrinsic Motivation

Uses of Cinematography and Theatre in Developing History Competencies. Proposals for Supporting Film-Making as Mainstream Teaching Strategy of Human Sciences

History lessons, in particular, and human sciences, in general, tend to be more appealing to students when film analysis or filmmaking and role play are regularly integrated in the teaching process. In the wake of the recent pandemic, which imposed remote learning, multimodal teaching strategies have gathered momentum due to their potential of increasing student creativity and insight into the topics under research, and of developing the formative goals of education. Expanding history lesson competencies, values and skills into an interdisciplinary approach to the humanities field by incorporating methods from cinematography and theatre is been proven to stimulate the authenticity of education, thus teaching sustainable citizenship. The article presents two examples on the use of film analysis and dramatization of source information as part of history lessons, which were applied successfully in the case of high school students. By aiming to implement multimodal digital methods of teaching, learning, and assessment at a systemic level, the article demonstrates that experimenting with and using the language and tools of filmmaking and improvisational theatre and dramatization has helped increase student intrinsic motivation to explore their potential vocation, has decreased absenteeism, has raised achievement levels, and enhanced the students’ overall understanding of life and wellbeing.

Intrinsic motivation and perceived competence among junior doctors in managing ophthalmic disease

Introduction: Perceived competence among junior medical officers (JMOs) in managing ophthalmic disease remains low, and attempts to address this in ophthalmology education often neglect student motivation. This study aims to investigate whether JMOs’ perceived competence in managing ophthalmic patients could be predicted by their levels of motivation while studying ophthalmology as medical students. Methods: Seventy-one JMOs completed a 7-point Likert scale 34-item questionnaire. Intrinsic motivation as a medical student was measured using the Intrinsic Motivation Inventory (IMI), which included autonomy, competence, relatedness, interest and pressure subscales. Perceived competence in managing ophthalmic disease was measured using the Perceived Competence Scale (PCS). Linear regression analysis was used to determine if intrinsic motivation during medical school predicted perceived competence as JMOs. Results: Mean IMI scores and PCS scores were low, at 59 (out of 133) and 14 (out of 28), respectively. PCS scores were positively correlated with IMI scores (r = 0.61, p < 0.001), competence (r = 0.59, p < 0.001), relatedness (r = 0.49, p < 0001) and interest (r = 0.61, p < 0.001) and negatively correlated with pressure (r = -0.31, p = 0.009) and female gender (r = -0.30, p = 0.011). Linear regression analysis showed that IMI scores (β = 0.79, p < 0.001) significantly predicted PCS scores. Subscale analysis showed that there was significant predictive value in competence (β = 0.32, p = 0.009) and interest (β = 0.39, p = 0.035) for PCS scores. Conclusion: This study shows that intrinsic motivation of medical students studying ophthalmology is significantly predictive of their perceived competence as JMOs managing ophthalmic disease. These results point to the importance of fostering medical student intrinsic motivation in an effort to improve perceived competence in JMOs.

Investigating Student Intrinsic Motivation Trends over One Semester in an Online General Chemistry II Course

Investigating Student Intrinsic Motivation Trends over One Semester in an Online General Chemistry II Course

A study on the influence of learning space on students' intrinsic learning motivation

AbstractFollowing the continuous reform and innovation of classroom teaching methods and pedagogy in higher education, the support provided by traditional classrooms for new classes seems to be insufficient. Empirical exploration into the impact of learning spaces on student learning motivation, particularly in terms of how and to what extent, has been limited. This study focuses on student intrinsic learning motivation as the dependent variable and constructs an influence model incorporating factors such as learning space, pedagogy and classroom relationships. A comparative analysis is conducted to assess the differential influence between two learning space types: active learning spaces and traditional classrooms. Utilizing a convenience sampling method, students engaged in coursework at University A's ‘Future Learning Experience Center’ and traditional multimedia learning spaces over three academic terms were selected. Differential tests were performed on data collected from various learning environment types, and the impact of learning space, teaching methods and social relationships on students' intrinsic learning motivation was validated using structural equation modelling. Results indicate that scores in the dimensions of learning space, teacher–student relationships, student–student relationships and student intrinsic learning motivation were significantly higher in the active learning space compared to traditional classrooms. Surprisingly, learning space exhibited no significant direct effect on student intrinsic learning motivation but demonstrated a significant indirect effect. The influencing factors model presented in this study sheds light on the type of learning space's impact on student intrinsic learning motivation, offering theoretical guidance and practical data for future research endeavours.

Shedding light on relations between teacher emotions, instructional behavior, and student school well-being – Evidence from disadvantaged schools

BackgroundDespite broad theoretical consensus on the direct and indirect relevance of teacher emotions for instructional behavior and student outcomes, empirical evidence is inconclusive. Moreover, there is limited research in this area involving disadvantaged and younger student populations, and addressing students’ school well-being as an outcome explicitly. AimsThis study investigates associations between teacher emotions (joy, anger, anxiety), teacher-reports of instructional behavior (cognitive and motivational stimulation, classroom management, and social support), and students' reported school well-being (positive emotions and intrinsic motivation experienced at school), hypothesizing effects of teacher emotions on student school well-being, mediated via teachers’ instructional behavior. SampleParticipants were 1550 primary school students and their 134 homeroom teachers from 50 Austrian disadvantaged schools. MethodsData were collected using written online questionnaires and analyzed applying Bayesian multilevel mediation analysis. ResultsTeachers' joy positively related to aspects of all assessed dimensions of instructional behavior. Anger and anxiety related negatively only to aspects of classroom management. No associations were identified between teachers' instructional behavior and student school well-being, or teachers’ joy or anxiety and student school well-being, rejecting the mediation assumption. Surprisingly, teacher anger positively related to student intrinsic motivation. ConclusionsThis study supports theoretical assumptions on the role of teacher emotions for instruction but did not replicate theorized indirect effects of teacher emotions via instructional behavior on student outcomes. In contrast, the identified direct association between teacher anger and student intrinsic motivation represents a valence-incongruent link which evokes interesting perspectives and stimulates a further differentiation of established theoretical assumptions.

How the support that students receive during online learning influences their academic performance

AbstractIn recent years educational institutions are increasingly using online learning and because of this trend it is necessary to investigate its impact on student academic performance. Although this topic has been addressed in different educational fields before, there is an objective justification for our approach. Thus, the reasoning behind this particular research is the fact that recent findings have shown that the academic performance of students using online education is affected by a series of motivating factors which can have an impact on their performance. The main goal of this paper is to highlight and analyze the mediating effect of intrinsic student motivation and student academic engagement and how they affect the relationship between the range of support, which students receive during their online learning and thus their academic performance. This study was conducted in two higher educational institutions in Mexico and Romania, with a sample of 822 students. The data was analyzed using a second generational PLS-SEM technique. The results confirm that the support students enjoy during online learning has no direct impact on their academic performance, unless it is fully mediated by their own intrinsic motivation and academic engagement. The influence of Gender was also analyzed, but it was not found to be a determining factor of academic performance in both higher educational institutions. These findings not only have theoretical and practical implications for students, teachers and education authorities, they also help us to broaden the field of knowledge in the e-learning environment.

Perceptions, Motivation, and Self-perceived Translation-al Skill Development in a Blended Translation Course through PeerAssessment

Peer assessment (PA) has long been a prominent educational tool in higher education. However, there is limited evidence regarding technology-facilitated PAin Translation studies. This study addresses this gap by examining students perceptions and motivation toward a fve-week online PAactivity in a Translation course. It further explores the correlation between students intrinsic and extrinsic motivation and their perceived skill enhancement. Thirty-six third-year students participated, responding to Likert-type scale questionnaires. Both quantita-tive and qualitative methods were used for data analysis. The fndings reveal a highly positive perception and motivation among students in the online task. Intrinsic motivational factors were valued more than extrinsic ones, with intrinsic motivation being a signifcant predictor of self-perceived translation skill improvement. The study suggests potential implications for translation pedagogy and research. This pioneering effort contributes to the limited literature, proposing an alternative to face-to-face peer assessment and paving the way for future research in blended learning courses.

Gamification enhances student intrinsic motivation, perceptions of autonomy and relatedness, but minimal impact on competency: a meta-analysis and systematic review

Although many studies in recent years have examined the use of gamification as a motivational strategy in education, evidence regarding its effects on intrinsic motivation is inconsistent. To make the case for or against the adoption of gamification in education, this study examines its effects on students’ intrinsic motivation and the underlying motivational factors: perceived competence, autonomy, and relatedness. In this review, we analyzed the results of studies comparing gamified learning with non-gamified learning published between 2011 and 2022. The results of our meta-analysis of 35 independent interventions (involving 2500 participants) indicated an overall significant but small effect size favoring gamified learning over learning without gamification (Hedges’ g = 0.257, 95% CI [0.043, 0.471], p = .019) with no evidence of publication bias. Gamification also exerted a positive and significant effect on the students’ perceptions of autonomy (Hedges’ g = 0.638, 95% CI [0.139, 1.136], p = .012) and relatedness (Hedges’ g = 1.776, 95% CI [0.737, 2.814], p = .001), but minimal impact on competence (Hedges’ g = 0.277, 95% CI [0.001, 0.553], p = .049). To further investigate the possible reasons for the small impact on intrinsic motivation, a systematic review of 31 studies was conducted. The findings revealed two major challenges encountered in the adoption of gamification to increase students’ intrinsic motivation: students’ lack of perceived competence and lack of perceived autonomy in gamified classes.

Impact of Academic Support on Students’ Intrinsic Motivation: A Transition Economy Perspective

Impact of Academic Support on Students’ Intrinsic Motivation: A Transition Economy Perspective

Motivational Speeches Impact on Undergraduate Students Intrinsic Motivation and Psychological Need Satisfaction

Motivational Speeches Impact on Undergraduate Students Intrinsic Motivation and Psychological Need Satisfaction

Explaining Midwifery Students’ Experience of Their First Attendance in Clinical Skill Centers: A Content Analysis Study

Background: Learning clinical skills on “real patients” not only endangers patient safety but also raises many ethical concerns. Methods: This is a qualitative study designed and implemented using the content analysis method. The studied population included all midwifery students of Ahvaz Jundishapur University of Medical Sciences who had recently passed the course: “Introduction to the Principles and Techniques of Patient Care at Clinical Skill Centers (CSC)”. Data were analyzed by conventional content analysis method. Results: Overall, 156 codes were extracted from the research data, which were organized into 9 categories and 28 subcategories after removing or merging similar codes. The midwifery students’ experience of attending CSC was reflected in the form of three main themes (i.e., self-regulation, mentoring, and support management) and nine sub-themes (reinforcing intrinsic motivation in students, building self-confidence in students, mentor as a model, proper formulation and implementation of rules in CSC, training communication skills, the need to apply modern training methods, revising the structure, practice, and schedule of student groups). Conclusions: According to the findings of the present study, it could be concluded that primary education in CSC plays a very important role in reducing the stress of working with patients, professionalism, increasing self-confidence, and teaching clinical skills to students. Of course, achievement of this goal heavily relies on the crucial role of teachers of this course, who act as mentors responsible for planning, organizing, and modeling in addition to teaching.

A Review on Teachers’ and Teacher Candidates’ Intrinsic Motivation: Self-determination Theory Perspective

Considering the results driven by two decades of empirical work on Self-determination Theory, it is claimed students benefit from intrinsic motivation. However, teachers need to be intrinsically motivated for the profession to fully support intrinsic motivation of students. This study aims to identify the variables in a positive relationship with intrinsic, or self-determined motivation of teachers and teacher candidates based on the existing studies. It is also aimed to make suggestions on how to increase their intrinsic motivation from the perspective of self-determination theory. In this review study, qualitative document analysis method was used. 48 existing studies fulfilling the pre-determined criteria were reviewed and their results sections were analyzed to answer the research questions. Concerning the results, teachers’ and teacher candidates’ intrinsic motivation has an effect on competence in teaching, job satisfaction and retention, students’ motivation for learning, willingness to be involved in and sustain professional development, reduced teacher burnout, goal orientation, decrease in severity of reality shock, productive teaching style, and learning styles. Besides, in case three needs (for autonomy, relatedness and competence) are fulfilled, they are likely to become more intrinsically motivated towards the teaching profession. The results are significant in terms of presenting a frame for teachers’ intrinsic motivation and shedding light on the possible directions for future studies.

Flipped Learning in Higher Education for the Development of Intrinsic Motivation: A Systematic Review

Background: Flipped learning (FL) is being considered, in terms of new educational trends, a beneficial pedagogical model in the classroom. In particular, FL and intrinsic motivation (IM) are key components to the model since they can be crucial to a high-quality education. FL for the development of IM in higher education, as well as searches for potential interventions have, thus improved over the past ten years. However, no reviews that analyze the findings and conclusions reached have been published. Consequently, the objectives of this paper were to analyze the relationship between the use of FL and the IM of students in higher education, and to identify the aspects that should be present in FL models to develop the IM that contributes to high-quality education. Methods: in accordance with PRISMA guidelines, a systematic review of PubMed, Web of Science, Scopus, and ProQuest was carried out. Results: Of the 407 studies that were initially discovered, 17 underwent a full examination in which all findings and conclusions were analyzed. After implementation, the majority of the FL interventions improved IM results. Conclusion: many key aspects have been identified that must be followed in order to intrinsically motivate students using the FL methodology.

Students’ Motivation In English Learning During the Pandemic: A Study of Year Eight Students at SMP Negeri 27 Makassar

This study aims to determine the motivation of students in learning English during the Covid-19 pandemic, with a specific focus on eighth-grade students at SMP Negeri 27 Makassar. And to explores the intrinsic and extrinsic factors that drive students’ motivation in English learning. The study utilized questionnaires and interviews as research instruments to collect data on student motivation levels. Data analysis was conducted using a 4-point Likert scale to determine the levels of intrinsic and extrinsic motivation. The findings of the study indicate that students at SMP Negeri 27 Makassar exhibited a remarkably high level of intrinsic motivation, driven by students' aspirations to enhance their understanding and proficiency in the English language. Additionally, the influence of extrinsic motivation factors showed a high level, attributed to the presence of a conducive learning environment and engaging teaching materials, which significantly contributed to student motivation. Overall, the level of student motivation in learning English during the Covid-19 pandemic at SMPN 27 Makassar, reaching 72.23, falls within the category of very high motivation. The Intrinsic factors instance perseverance in following English learning, feeling of necessity in English language learning, and the expectations and aspirations associated with English language learning play a crucial role in student intrinsic motivation. Additionally, the extrinsic factors instance a supportive learning environment, engaging teaching methods, and the availability of adequate learning facilities, significantly contribute to students' motivation.Keywords: Motivation, Motivational Factor, English Learning

Business Simulation Games for the Development of Intrinsic Motivation-Boosting Sustainability: Systematic Review

Background: The 4th Sustainable Development Goal (SDG) of the 2030 Agenda is supported by new educational trends that consider game-based learning as a pedagogical method in the classroom. In particular, simulation games and motivation are relevant elements since they can play a significant role in quality education. As a result, during the last few years, research into potential interventions as well as business simulation games (BSGs) for the development of intrinsic motivation (IM) in higher education have skyrocketed. However, no reviews of the interventions and outcomes in this topic have been released. Therefore, the goals of this research were (1) to analyze the relationship between the use of BSGs and the IM of students in higher education, and (2) to identify the aspects that can be promoted by the BSGs to develop IM. Methods: In accordance with PRISMA recommendations, a systematic review was carried out of PubMed, Web of Science, Scopus, and ProQuest. Results: From the 329 investigations that were initially selected, 12 studies underwent a complete assessment, in which all interventions and results were gathered and assessed. Conclusions: There was unanimity on the importance of using BSG to foster IM in higher education.