Terms Of Intrinsic Motivation Research Articles

Intangible rewards versus tangible rewards in gamified online learning: Which promotes student intrinsic motivation, behavioural engagement, cognitive engagement and learning performance?

AbstractGamification has often been used to stimulate learner engagement via intangible rewards, such as virtual points and virtual badges, rather than material goods or benefits. However, not all learners value such intangible rewards; some express their desire to redeem intangible rewards for utilitarian resources or benefits. Although tangible rewards have long been considered a key gamification mechanism in commercial loyalty programs, few studies have explicitly explored its effectiveness in the context of gamified education. To address this gap, the present study used a randomized controlled trial approach to examine the effects of tangible rewards that are redeemed through intangible rewards on students' intrinsic motivation, behavioural and cognitive engagement, and learning performance in a fully online gamified flipped class. Each student was randomly assigned either to the tangible rewards group (EG = 28) or the intangible rewards group (CG = 29). The students in EG significantly outperformed those in CG in terms of intrinsic motivation, behavioural engagement, cognitive engagement and learning performance in the final exam. The results provided practical implications for instructors who plan to use tangible rewards in their gamified classes. Practitioner notesWhat is already known about this topic Fully online learning often suffers from a lack of student engagement. Gamification is often used to stimulate learner engagement via intangible rewards (eg, virtual points and badges) that do not contain any utilitarian benefits outside the gamified system. Not all learners value intangible rewards over time—instead, they desire to convert the intangible badges or points into more utilitarian benefits/resources. What this paper adds This study conducted a randomized controlled experiment to compare the effects of redeemable tangible rewards and intangible rewards on student intrinsic motivation, behavioural engagement, cognitive engagement and learning performance. The tangible rewards group significantly outperformed the intangible rewards group in all aspects. Implications for practice Using tangible rewards is better than merely using intangible rewards in gamified learning. Practitioners should link tangible rewards to a standard of performance. Practitioners should also set a specific and moderately challenging redemption goal.

Motivation to Learn, Self-Regulating Skills and Science Achievement of JHS Students amidst Pandemic: Basis for Enhanced Learning Continuity Plan

The study was conducted to assess junior high school students’ motivation to learn, self-regulating skills, and Science achievement amidst the pandemic. The descriptive- correlational design systematically investigated the relationships or associations between and among variables. This study was conducted in the Cagayan Valley Region, particularly in the Schools Division of Tuguegarao City, during the school year 2021- 2022. Results indicated that the respondents of the study are generally moderately motivated in terms of intrinsic motivation, extrinsic motivation, self-determination, and self-efficacy. Moreover, findings reveal that the intrinsic motivation of the respondents is significantly correlated to their profile variables, sex, and grade level. The extrinsic motivation of the respondents is significantly correlated to their profile variables, sex, grade level, and materials used for distance learning. Students’ motivation in terms of self-determination and self-efficacy is significantly correlated to their profile variables sex, grade level, and average family monthly income. On the other hand, the self- regulating skills in environmental structuring are significantly correlated to materials used for distance learning and average family monthly income. The goal is significantly correlated to the materials used for distance learning, average family monthly income, father’s employment, and mother’s employment. Time management is significantly correlated to sex and materials used for distance learning. Help-seeking is significantly correlated to materials used for distance learning. Task strategy is significantly correlated with materials used for distance learning and average family monthly income. Furthermore, there is a significant moderate positive correlation between the level of students’ motivation to learn and their self-regulating skills. There is also a moderate positive relationship between science achievement and motivation to learn. Another mentions that there is a moderate positive relationship between science achievement and self-regulating skills.

Media Education through Digital Games: A Review on Design and Factors Influencing Learning Performance

In the past two decades, a considerable amount of research has focused on digital games as part of media education. Digital game-based learning (DGBL) is identified as a potential pedagogical approach to enhance learning in the digital era. In light of the increased number of academic articles on educational games, this study considers the development and the factors that influence learning performance among children by providing a thematic review of the literature available on DGBL. Findings show that despite following developmental standard procedures, a distinct perspective between the game designer and the educator is essential. Three major approaches have been identified, namely the learner-centered, the game-centered and the model approaches. Learning processes that use digital games show empirically positive results as well as the great influence in terms of intrinsic motivation, game features and overall learning experience.

The Influence of Social Media Usage and the Level of Motivation on Students’ Academic Performance: A Linear Regression Analysis

This research study employed a linear regression analysis to examine the influence of social media usage and the level of motivation on students’ academic performance. The research questions explored the levels of social media usage in terms of academic, socialization, entertainment, informativeness, and constraint; level of motivation in terms of intrinsic motivation, grade motivation, career motivation, and self-determination; and academic performance in quarters 1 to 3 among Junior High School and Senior High School students. In the sampling procedures the researchers utilized Slovin’s formula. Based on Slovin’s formula, a sample size of approximately 320.69 or 321 is required to achieve a margin of error of 5% for a total population size of 1614. The researchers utilized the Stratified Random Sampling which defines as a probability technique that involves segmenting the population into distinct subpopulations and then selecting samples from each subpopulation. The findings revealed that students exhibited a moderate level of social media usage (x=3.36), while demonstrating a high level of motivation (x=3.62). However, despite these moderate to high levels, students’ academic performance remained at an average level (x=3.15). Furthermore, the research indicated that there was no significant relationship between social media usage and academic performance, as well as between the level of motivation and academic performance. Consequently, the study concluded that neither social media usage nor motivation significantly influenced students’ academic performance. Lastly, further research is warranted to explore additional factors and potential interventions that could enhance academic outcomes in this population.

P300 as a neural indicator for setting levels of goal scores in educational gamification applications from the perspective of intrinsic motivation: An ERP study.

The challenge level of goal achievement affects intrinsic motivation. Thus, the goal score learners are required to achieve is an important element in gamified educational applications to foster users' intrinsic motivation. However, determining optimal goal scores that enhance the intrinsic motivation of each learner is not easy because individual competence and preferences for the challenge level (e.g., preference for difficult-to-achieve challenges) vary. One approach is to determine the goal score using physiological measurements to estimate when an individual's intrinsic motivation is reinforced. Measurement of event-related potentials (ERPs) is considered useful for this purpose. ERPs time-locked to feedback onset, such as feedback-related negativity and P300, reflect intrinsic motivation. However, it remains unclear whether these ERPs can serve as indicators of optimal goal scores for gamified educational applications in terms of intrinsic motivation. The present study aimed to examine whether ERP measures vary with the challenge levels of the goal score determined by participants' competence (too-easy, moderate and too-hard levels) and/or with their preference for these levels when using a gamified mental arithmetic application. Thirty-three participants solved 64 addition problems in one session in this application and received auditory feedback immediately after each answer entry. Scores were then calculated based on their task performance. Before each session, participants were informed of the goal score and instructed to exceed it as much as possible. Sessions were repeated six times at easy, moderate, and hard levels of goal scores, with two sessions per level. Goal score preferences were quantified based on subjective ratings of the motivation to achieve each level of goal score using a 7-point Likert scale. The mean amplitudes of ERPs were obtained for each participant. Results showed that P300 was significantly related to subjective ratings but not to levels of goal scores, indicating that P300 could be an indicator of participant preference for goal score levels. This study suggests that measurement of P300 may serve as a neural indicator providing an optimal goal score for individual learners that maximizes their intrinsic motivation in gamified learning applications.

Is video creation more effective than self-exercise in motor skill learning?

Parallel to the tremendous growth and expansion of video technology, it is easy and enjoyable for students to create a video as a learning activity. However, most previous studies primarily focused on declarative knowledge learning (e.g., language learning, science learning) rather than motor skill learning. The current study aimed to investigate whether creating and sharing a video with classmates would be more effective than merely creating a video and self-exercise to learn a motor skill in terms of intrinsic motivation, perseverance in learning, learning satisfaction, and roller-skating skill. Partially consistent with our hypothesis, we found that creating and sharing a video with classmates increased students' intrinsic motivation, perseverance in motor tasks, and learning satisfaction, but not roller-skating skill, followed by merely creating a video and then self-exercise. The findings have an important implication for motor skills learning: during teaching motor skills, teachers can use encourage students to create and share a video with classmates as a homework activity to increase students' intrinsic motivation, perseverance in motor tasks, and learning satisfaction.

Motivasi Orangtua Nelayan Menyekolahkan Anaknya Sampai ke Perguruan Tinggi di Desa Segati Kecamatan Langgam Kabupaten Pelalawan

This article is intended to review how the motivation of fishermen's parents to send their children to college in Segati Village, Langgam District, Pelalawan Regency. The method of this article uses descriptive qualitative research, which is aimed at reviewing the problems that exist in the field and getting an essence that is in accordance with the circumstances in which the research was conducted, which uses a qualitative approach with the aim of measuring the interest of fishermen's parents in sending their children to college in the village. Segati Langgam District, Pelalawan Regency. The results of this research are intrinsic and extrinsic motivation, 1) Intrinsic motivation is a motivation that is attached to work situations that are purposeful and satisfy needs. Another name for this motivation is pure motivation, namely motivation that arises from within the individual to achieve goals, 2) extrinsic motivation comes from outside oneself. Intrinsic motivation includes: (1) Interests, (2) Attitudes, (3) Desire and extrinsic motivation include (1) Family, (2) School environment, (3) Community environment. The conclusion of this study In terms of intrinsic motivation that fishermen's parents have interests, attitudes and desires to send their children to tertiary institutions, namely the interest of fishermen's parents in sending their children to tertiary institutions by feeling interested. Because it can help the family's economy and not be underestimated by others and Judging from the extrinsic motivation that is support from the family, fishermen's parents send their children to college. With loving parents, parents pay attention by taking the time to tell stories with their children, parents never discriminate against their children.
 Keywords: Motivation, Parents, Fishermen

Transformational Leadership and Teacher Work Motivation in Private Educational Institutions

Leadership in educational institution is essential for achieving high performance of teachers. There is hesitation about whether school administrators have the requisite management abilities, style of leadership, and techniques to ensure that schools operate efficiently. Teaching and development in transformational leadership style, which studies have evaluated shown to increase performance within organizations and institutional settings, may offer advantage to educational leaders. This research study aimed to provide school leader on the information related to transformational leadership to create an action plan in relation to teacher work motivation. An effective involvement and development strategy can be a contributing factor for the educational institutions to meet its common objective and improve its overall performance. The researcher conducted a survey questionnaire. Quantitative and descriptive method of research were utilized. The participants were teachers from Early Childhood Education to College Level from different renowned private educational institutions in Metro Manila via random sampling. A total of 134 teachers (35 male and 99 female) participated in the study. The results revealed that majority of the respondents were less than 30 years old, mostly female, single, bachelor degree holders, 64 of them are teaching in the Secondary level, and 37% of them have been in their institution for 5 to 10 years. The respondents mostly evaluated frequently on the dimensions of transformational leadership. Majority of the respondents in the educational institutions were Females which are composed of 73.9% of the population that shows a significant difference in transformational leadership and teacher work motivation in terms of sex. There is a significant difference between the dimensions of transformational leadership in terms of age. There is a significant difference between the dimensions of Idealized Influenced Attributes and Individualized Consideration in terms of Educational Attainment. There is a significant difference between the dimension of inspirational motivation in terms of level taught. There is a significant difference between the dimensions of intrinsic motivation and identified regulation in terms of civil status and age. There is no significant difference between transformational leadership in terms of civil status, subjects taught and length of service. The dimensions of transformational leadership show a significant relationship with motivation at work in terms of intrinsic motivation, identified regulation, introjected regulation and external regulation. The institutional management may organize teachers? development training workshops or programs to further improve the relationship between transformational leadership and teacher work motivation and to promote effectiveness and efficiency among the members.

Examination of online group discussions in terms of intrinsic motivation, social presence, and perceived learning

This experimental study within the scope of Anadolu University Open Education Faculty in Turkey aims to examine the effect of online group discussion techniques. In this context, the online group discussion technique, which is applied by dividing the learners into manageable groups in online learning environments, has been examined within the scope of intrinsic motivation, social presence, and perceived learning variables. Sequential explanatory mixed method design was used to conduct this study. The online group discussion process was applied in the study’s experimental group by dividing the learners into manageable groups. In this process, a field expert accompanied each group. In the control group, the discussion process was left to its natural state, and all learners who took the relevant course were included in a single group. Before and after the experimental process, data were collected from 250 learners through the study scales, and then five learners were interviewed. The findings obtained within the study’s scope show that the design to be applied in the online group discussion technique used in online learning environments is important in increasing the efficiency to be obtained from the process. In this context, it has been observed that to manage online learning processes effectively, attention should be paid to the fact that the groups must be less than 150 learners to not show mass features. Online group discussions in groups that do not show mass features positively affected the learners’ intrinsic motivation, social presence, and perceived learning levels. However, acting in line with the principles of social constructivism theory and the community of inquiry theory in learning processes has increased the discussions’ efficiency. Besides, it has been observed that the increase in the social presence and intrinsic motivation of the learners positively affects their perceived learning levels.

Effects of Augmented Feedback on Intrinsic Motivation and Walking Speed After Stroke

<h3>Research Objectives</h3> To demonstrate the additive effects of augmented feedback, virtual reality (VR), and exergaming on motivation and walking speed performance. <h3>Design</h3> Within-subjects, repeated measures design. <h3>Setting</h3> Spain Rehabilitation Center, University of Alabama at Birmingham. <h3>Participants</h3> Individuals with hemiparesis who are in the chronic phase of recovery from stroke (>6 months) whom are able to follow instructions, and walk independently without needing physical assistance for at least three minutes. <h3>Interventions</h3> Participants will be asked to walk as fast and safely as they can while on a robotic in three conditions: (1) with simple visual augmented feedback without a VR interface, (2) with a basic VR interface and (3) with a VR exergame. <h3>Main Outcome Measures</h3> 30-seconds fast walking speed was measured on a robotic treadmill (KineAssist-MX®). Intrinsic motivation was measured after each walking condition using the Intrinsic Motivation Inventory (IMI). <h3>Results</h3> In this preliminary analysis (n=4 participants; age range: 35-70 years;) participants had baseline fast walking speeds between 0.50-1.48 m/s. The change in walking speeds, with and without performance feedback, were as follows: 0.19-0.49 m/s for augmented feedback, 0.22-0.45 m/s for basic VR, and 0.16-0.42 m/s for VR exergame. IMI-Interest and Enjoyment Subscale scores ranged from: 5.9-6.9 after augmented feedback, 5.4-6.9 after basic VR, and 6.4-6.7 after VR exergame. <h3>Conclusions</h3> This preliminary report suggests that individuals' post-stroke can walk faster when they are provided with performance feedback compared to their fast walking speed without receiving any performance feedback. In terms of intrinsic motivation, no trend was observed across participants nor conditions indicating that intrinsic motivation is about the same level when walking with different types of augmented feedback. <h3>Author(s) Disclosures</h3> David Brown declares the following financial interests and personal relationships which may be considered as potential competing interests: He is a named inventor on the intellectual property associated with the KineAssist and does receive a share of royalties for any sales of this robotic treadmill. Saleh Alhirsan and Carmen Capo-Lugo do not have any conflicts of interests to declare.

Statistics Anxiety in Flanders: Exploring Its Level, Antecedents, and Performance Impact Across Professional and Academic Bachelor Programs in Psychology

The current study focusses on the level of statistics anxiety and the motivation to learn statistics in Flanders (Belgium) and determined to what degree these factors and their interaction relates to statistical performance. For this purpose, the Statistics Anxiety Scale and the Statistics Motivation Scale were translated, validated, and administered in professional and academic bachelor students in psychology. The level of SA in Flanders is comparable to other countries, with professional bachelor students being more anxious to make interpretations compared to academic bachelor students, who in turn are more anxious to ask for help. Academic students are more motivated to learn statistics compared the professional bachelor students, mostly in terms of intrinsic motivation. The overall motivation to learn statistics is lower at the end of the semester compared to the beginning of the semester. This is unfortunate, because we observed that high levels of motivation can alleviate the negative impact of statistics anxiety on statistical performance, especially when controlling for general learning abilities.

"MOTIVATION AND LEARNING. STUDY ON THE EXPERIENCE OF GYMNASIUM STUDENTS ON EXAMS"

The learning experience for exams is one that all students go through and that each time involves intense feelings and inner states with deep meanings and consequences for student life. Through this study we tried to get into the middle of the experience that high school students go through in terms of intrinsic motivation. We therefore propose an adaptation for the Romanian school environment of the IMI (Intrinsic Motivation Inventory) questionnaire, which is an integral part of the Self-Determination Theory, the variant related to fulfilling a task, with the help of which we want to obtain an image of how it is felt. to students the issue of exams to complete the school year (tests, theses, national assessment). The availability of effort and its internalization by students, the students' interest in learning for exams, the learning decision, but also the tension accumulated after the effort required to learn for exams are analyzed by specific items - to list some of the research directions considered. The final result is the determination of the degree of intrinsic motivation of the selected students in relation to the evaluation they have to go through at the end of the school year in the summer of 2021.

DYNAMICS OF THE INTEREST FOR LEARNING FOREIGN LANGUAGE IN UNIVERSITY STUDENTS

The high level of proficiency in a foreign language is increasingly important for the successful professional realization of graduates. Employers' expectations for the level of language training of specialists are constantly increasing. The disclosure of the change in the attitude towards the foreign language as a result of the conducted training and the dynamics of the individual motives of the students are important guidelines for improving the quality of the foreign language training. The aim of the presented research is to follow the dynamics of interest in learning a foreign language among university students. The research toolkit is a questionnaire with Likert-type answer scales, organized in three modules. The results show a positive dynamics of motivation to learn the language in terms of intrinsic motivation - spontaneous interest in the foreign language, and the instrumental motivation - chances of finding a job, family insistence, the usefulness of working with computers, opportunities to use information and get closer to the developed nations. The practical applicability of the results: The established dependencies are heuristic guidelines for teachers in their work with student groups to increase the effectiveness of teaching.

Student-Athlete’ Sports Confidence and Motivation to Practice: A Basis for Intervention Program in Dealing with Game Outcomes

This is a descriptive-comparative study that aimed to measure the student-athletes’ motivation to practice and sport confidence before and after winning and losing in major athletic events. The researchers invited 48 athletes from the University of Batangas playing different categories of sports based on their availability. In gathering the data, the researchers used adopted questionnaires after contacting and asking permission from the original authors of the instrument. Results showed that there is a significant difference in the sport confidence of the losing team. There is also a significant difference in the motivation to practice of the losing team in terms of intrinsic motivation, integrated motivation, identified regulation, and introjected regulation. Based on the results, the researchers proposed tips for the Sports Development Office of the University of Batangas to help the student-athletes in properly managing their interpretation of winning and losing in games. https://doi.org/10.26803/ijhss.12.2.2

The role of pre-class asynchronous online video lectures in flipped-class instruction: Identifying students perceived need satisfaction

This study aims to develop and understand what motivates university students to use asynchronous pre-class online video lectures (AOVL) for flipped classroom instruction. The study was conducted using a mixed-method research approach. A post-questionnaire survey and a focus group interview were employed in collecting qualitative data. A total of 31 respondents answered questionnaires and 10 respondents were interviewed in a focus group discussion. The quantitative result of the descriptive analysis indicates that students had positive perceptions in terms of intrinsic motivation and self-efficacy. Besides, Pearson r correlation analysis shows a strong correlation between the whole constructs (i.e., between perceived autonomy and competence = 0.618, autonomy and relatedness = 0.939, and competence and relatedness = 0.747). Consistently, the interview discussion also reveals that the use of AOVL had successfully promoted students’ learning motivation both in and outside of the classroom. Data were analyzed using thematic analysis and three key themes were identified, namely; (a) students’ mastery of content materials outside of the classroom (b) students’ interaction with peers and instructor, and (c) students’ learning autonomy. Conclusions from this study confirmed that the use of AOVL in the flip-class setting had successfully promoted students’ intrinsic needs based on self-determination theory (SDT) perspectives, namely: perceived competence, relatedness, and autonomy.

Does a serious game increase intrinsic motivation in children receiving urotherapy?

Urotherapy is considered the treatment of choice for children suffering daytime urinary incontinence (DUI). Urotherapy intends to improve bladder dysfunction for children with DUI. For children with refractory DUI, an intensive inpatient bladder training program exists, which focuses on relearning, concentration on, and awareness of the bladder. Children's motivation and adherence are key determinants of a successful training outcome. It is hypothesized that motivation endurance throughout the treatment process may be enhanced by a serious game training tool, which could make the training more appealing and rewarding. The study explores intrinsic motivation in children receiving bladder training for DUI and whether using a serious game improves their intrinsic motivation. In this pragmatic study, 50 children were allowed to choose among receiving bladder training with (intervention group) or without the application of a serious game (control group). At 4, 8, and 12 weeks of training, children and parents were asked to complete the Intrinsic Motivation Inventory (IMI). Children also completed the Pediatric Urinary Incontinence Quality of Life Tool (PinQ) before the start of the training and 6 months thereafter. At 6-month follow-up, patients were ask to participate in two focus groups, wherein the children discussed how they used the serious game and which improvements they would prefer. Children who received standard bladder training with the addition of a serious game did not differ in terms of intrinsic motivation from children who underwent standard bladder training only. Training results were equal in both the groups, with 80% good or improved. Incontinence-related quality of life (QoL) improved accordingly. In contrast to the study expectations, this game did not increase intrinsic motivation. Findings on training and QoL results are consistent with those of previous studies in both interventions. Although a randomized design could have yielded more valid results than this preference-based approach, the latter is more congruent with clinical practice. In contrast to existing bladder diary apps, this game offers a combination of child-friendly instructions, explanation of bladder (dys)function, and keeping a bladder diary. Mobile devices are playing an increasingly important role in health care; therefore, an urotherapy app can be a complementary therapeutic tool. Most children find it attractive to combine bladder training with a serious game. However, no added value was found regarding intrinsic motivation and training results. All children with persistent DUI in this cohort were highly motivated to complete an intensive bladder training program.

The Intrinsic and Extrinsic Motivation of Employees of Bangko Sentral ng Pilipinas-Cagayan de Oro Branch

Motivation has a very essential role in any organization. The success of an organization depends on the employees’ efficiency, and to be productive, employees must be motivated. The study aimed to assess the intrinsic and extrinsic level of motivation among employees of Bangko Sentral ng Pilipinas – Cagayan de Oro Branch. The study was conducted at Bangko Sentral ng Pilipinas- Cagayan de Oro Branch, specifically to employees assigned in the operations. The study utilized the descriptive survey method. Survey questionnaires were adopted from the study of Muhammad Shaoib (2014) “Impact of extrinsic motivation and intrinsic motivation in the progress of an organization.” The data were interpreted using SPSS. The results showed that overall, the Bangko Sentral ng Pilipinas – Cagayan de Oro Branch Employees are highly motivated. The relationship between levels of motivation in terms of intrinsic motivation when respondents are grouped according to length of service was found to be significant. Employees who rendered longer tenure need more intrinsic reinforcement such as more advancement and development and others in order to perform well and feel motivated to work. Further study is needed to determine intrinsic reinforcements needed to motivate employees who have rendered longer tenure working in the office. Keywords: Motivation, intrinsic, extrinsic, intrinsic motivation, extrinsic motivation

Intrinsic Rewards in School Crime

The systemic structure of a school provides opportunities for both prosocial and antisocial behavior. Actions in a school may be motivated by (1) the extrinsic mechanisms of discipline and grades, (2) the means-end rela tionship of school behavior to students' long-term goals, and (3) the immediate intrinsic satisfactions obtainable in different activities. This paper treats the third type, intrinsic motivation. Using previous research, the authors propose that the state of enjoyment occurs when a person is challenged at a level matched to his level of skills. According to the model, the experience of meetable challenges requires the perception of a constrained set of possible actions, clearly defined goals, and opportunities for unambiguous feedback. The system of rules in a formal game provides these prerequisites. The systemic structure of a school can also provide the conditions of enjoyable involvement. Ideally, learning should involve systemic involvement in sequences of challenges internalized by students. However, evidence indicates that such involvement is rare and is often subverted by the school itself. Without such opportunities, antisocial be havior provides an alternate framework of challenges for bored students. Disruption of classes, vandalism, and violence in schools are, in part, attempts by adolescents to obtain enjoyment in otherwise lifeless schools. Restructuring education in terms of intrinsic motivation would not only reduce school crime but would also accomplish the goal of teaching youths how to enjoy life constructively.