Terms Of Learning Motivation Research Articles

Enhancing learning motivation and academic achievement in nursing students through metaverse-based learning: A randomized controlled study.

Generation Z students do not get much benefit from traditional distance education methods. Instead, they need new platforms and methods that will motivate them and increase their success. A randomized controlled study was performed on 42 students. The experimental group students were presented with metaverse, and the control group students were taught the distance education course. In this study, in the students' Instructional Materials Motivation Survey, the mean scores of both the experimental and control groups exhibited no significant difference before the intervention. Regarding the effect of metaverse-based learning on students' Instructional Materials Motivation Survey, the mean score of the control group was 82.55 ± 13.18, and the mean score of the experimental group was 96.52 ± 9.54 and there was a significant difference between groups after the intervention. When the academic achievement levels of the groups were examined, it was determined that the experimental group scored 76.57 ± 13.33 and the control group received 64.40 ± 16.42 points. It was determined there was a significant difference between the groups in terms of learning motivation and academic achievement. The study results show that the participants accepted the important role of metaverse as an effective learning method compared to traditional distance education methods. It is recommended to expand the use of metaverse in various fields of nursing education.

THE IMPACT OF LEARNING MOTIVATION ON LEARNING WILLINGNESS AMONG OLDER CHINESE ADULTS

Abstract As life expectancy increases in China, lifelong learning has become an important approach to successful aging during a long retirement period. In the present study, we examined the association between learning motivation and learning willingness among older Chinese adults. A nationwide sample of 5582 older Chinese adults aged 60 to 93 (Mean age 66.5, SD = 4.67) participated in this questionnaire-based study in 2022. The results indicated that the average willingness to learn of older Chinese adults was 3.14 (range 1-5), with 61.7% of older adults showing an active or neutral willingness for learning in old age. These 3444 older adults with an active or neutral learning willingness were most willing to learn to keep healthy (70.3%) and least willing to learn re-employment skills (19.2%). In terms of learning motivation, these older adults were most likely to regard “make life convenient” as the most important motivation (27.6%). Linear regression showed that after controlling for age, education, social support, physical and cognitive health, stress, self-care ability, and daily activities, motivation could predict learning willingness. Comparing with “make life convenient”, older adults who valued “social comparison” most tended to have less willingness to learn (i.e. choose fewer learning topics, beta = -0.14, 95% Confidence Interval = [-0.23, -0.05]). In addition, older adults who valued “personal growth” (0.30 [0.21, 0.39]) or “alleviate cognitive decline” (0.14 [0.04, 0.24]) most tend to choose various learning topics. Our findings promote an understanding of how motivation is related to the learning willingness of older adults.

Conceptual Understanding of Students with Special Needs in Two-dimensional Shapes Based on Pirie Kieren's Theory

This study aims to describe the conceptual understanding of two-dimensional shapes in students with special needs based on Pirie Kieren's theory in terms of learning motivation. This research is a case study with the research subject is 1 students with special needs of class IV at SDN Pademawu Timur V The results of this study are low learning motivation with layers of understanding on the square starting from Image making then head to property noticing to ineffective folding back to image making and do ineffective folding back again to primitive knowing. In solving the square problem, the subject doubled back to ineffective image-making and primitive knowing. Meanwhile, in the rectangular problem, the subject does one folding back to image making. There are similarities in solving square and rectangular problems, for example, the subject describes the two-dimensional shape first before image making and folding back because they don't know how to calculate the area of a square and rectangle. From the similarities and differences in the thinking flow of students with special needs in squares and rectangles, educators are expected to be able to pay attention to their understanding abilities and learning motivation before carrying out learning.

The effect of multimedia-assisted sport education model on teaching tennis lessons in colleges and universities

Abstract The development of information technology is accelerating the development of network multimedia-assisted teaching modes. In this regard, this paper studies the influence of multimedia-assisted sports education on the teaching of tennis classes in colleges and universities. The first step is to analyze the applicable fields and characteristics of network multimedia CAI. Then, the TLBO algorithm focuses on analyzing the “teaching” and “learning” phases of tennis teaching and finds that the TLBO algorithm has defects. To overcome the local optimal situation of the TLBO algorithm, a grouping mechanism is implemented to optimize the TLBO algorithm and maintain the diversity of the population. Finally, the influence of multimedia-assisted teaching was studied in terms of learning motivation, physical fitness, and learning effect. From the perspective of liking tennis sport, the number of experimental classes is 20, which is 15 more than the number of control classes. The mean score of the experimental class in the forehand hitting spinning ball test was 19 points higher than that of the control class.

Engaging Young Students in Effective Robotics Education: An Embodied Learning-Based Computer Programming Approach

Robotics education has received widespread attention in K-12 education. Studies have pointed out that in robotics courses, learners face challenges in learning abstract content, such as constructing a robot with a good structure and writing programs to drive a robot to complete specific learning tasks. The present study proposed the embodied learning-based computer programming approach and applied it to the LEGO Mindstorms EV3 robotics course. To evaluate its effectiveness, a quasi-experiment was conducted in one public primary school to explore its effects on students’ learning achievement, learning motivation, learning attitudes, learning engagement, and cognitive load. The experimental group (40 students) adopted the embodied learning-based computer programming approach, while the control group (40 students) adopted the conventional computer programming approach. The results showed that the experimental group had significantly better learning achievement in robotics than the control group, and that there was no significant difference in the cognitive load of the two groups. In terms of learning motivation, although both groups showed improvement, the experimental group had higher intrinsic learning motivation. In addition, the experimental group outperformed the control group with regard to learning attitudes and learning engagement (including cognitive, behavioral, and emotional engagement). Accordingly, this study could contribute to future research for developing more effective robotics teaching approaches and computer programming activity design.

Applying Smart Glasses in Situated Exploration for Learning English in a National Science Museum

Research on the use of augmented reality technology in museums is mostly limited to scientific knowledge. The use of wearable device technology learning materials to benefit students in the process of English learning has been somewhat explored, along with differences in students' learning styles and their influence on students' learning motivation, but there remains much to be done in this field. This study explored the learning effect of smart glasses integration into the English language dinosaur exhibition at the Museum of Natural Science and investigated their impact on motivation. The experimental group used smart glasses learning strategy to facilitate their learning experience, while the control group used tablets learning strategy. The research results show that: (1) Learning effectiveness and motivation were significantly superior when using smart glasses learning strategy, as compared to using tablet learning strategy when learning through the English language situated exploration game. (2) The interaction between different learning strategies and learning styles had a significant impact on learning effectiveness. In the smart glasses learning strategy group and the tablet learning strategy group, the learning effectiveness of the kinesthetic students was significantly higher than those of the auditory students. The learning effectiveness of the visual students using the tablet learning strategy was higher than auditory students. (3) The interaction between different learning strategies and learning styles had no significant effect on learning motivation. In terms of learning motivation, visual students were more affected than auditory and kinesthetic students.

Eksperimen pendekatan open ended learning berbasis etnomatematika terhadap kemampuan pemecahan masalah matematis siswa ditinjau dari motivasi belajar

The research aims to examining the effect of Open Ended Learning based on Ethnomathematics approach on student’s mathematical problem solving abilities in terms of learning motivation. The research is a part of quantitative research with Quasi Experimental Design. The population is consisting of all 8th grade students of Muhammadiyah 7 Junior High School of Surakarta in the 2022/2023 school year. Two sample classes were taken by Cluster Random Sampling technique. the experimental class which treated with Open Ended Learning based on Ethnomathematic approach and the control class with Open Ended Learning approach. Data collection techniques is using by test, questionnaire, and documentation that analyzed using two-way ANOVA with different cells after proven normality and homogeneity. The result of the research is showing abaout: (1) there are effects of Open Ended Learning approach and Open Ended Learning based on Ethnomathematics approach on student’s mathematical problem solving abilities, (2) there are effects of learning motivation on student’s mathematical problem solving abilities, (3) there’s no interaction between learning approach and learning motivation on student’s mathematical problem solving abilities.

Direct Instruction-Based Cooperative Learning Model Type Team Games Tournaments to Increase Learning Motivation and Social Attitudes

This study is a quasi-experimental study using a non-equivalent post-test-only control group design as the study design, Middle school students were divided into two groups, the experimental group and the control group. Data were collected using observation sheets and questionnaires. The observation sheet was used to collect data about the application form of the direct instruction-based cooperative learning model type team games tournaments with the instilment of the local culture of Maja Labo Dahu. Moreover, questionnaires were used to collect data on learning motivation and social attitudes. The results showed that the direct instruction-based cooperative learning model type team games tournaments with the local culture of Maja Labo Dahu were significantly different from the conventional learning model in terms of learning motivation and social attitudes in students' Social Studies learning. Based on these findings, learning using the direct instruction-based cooperative learning model type team games tournaments with the local culture of Maja Labo Dahu has a better effect on increasing learning motivation and social attitudes than the conventional learning model. About the application form.

The Effect of Circuit Training Exercises and Set Systems on Learning Motivation Towards Discus Throw Results of Students of SMP Negeri 2 Pendalian IV Koto

The Problem of this research is that the schools observed have never excelled, especially in discus throwing competitions, both at the district, provincial and national levels. There are still many students whose throwing results are below the discus throwing.The lack of maximum student throwing results is due to the lack of student arm muscle power when throwing. This research is to see the effect of circuit training and training systems in terms of learning motivation on discus throwing results. This study uses an experimental method with a factorial design with a level of 2x2. The population of this study was male students of SMP Negeri 2 Pendalian IV Koto, totaling 74 people and number of samples from all treatment plans was 40 people, based on group division 27% high learning motivation level and 27% low learning motivation level. The learning motivation instrument is measured by angle. The data obtained were analyzed using two-way ANOVA and Tukey's test with a significance level of α = 0.05. The final results : (1) Overall there is a difference in the effect of circuit training and the discus throwing circuit training method. (2) There is an interaction between circuit training methods and system set training with learning motivation on the discus throwing results(3) There are differences in the results of discus throwing given the circuit training method and set system training at high learning motivation. (4) There are differences in the results of throwing discus given the circuit training method and set system training at low learning motivation.

Analisis Kemampuan Berpikir Kritis Siswa dalam Menyelesaikan Soal Tipe Open Ended Ditinjau dari Motivasi Belajar pada Materi SPLTV

This study aims to determine students' critical thinking skills in solving open ended type questions in terms of learning motivation on System of Linear Equations with Three Variables material. This research is a qualitative descriptive study. This research was conducted in class XI IPA 1 and XI IPA 2 SMA Institut Indonesia Semarang which were selected based on the results of the questionnaire test and the results of the test instrument trials. The research subjects were selected based on a learning motivation questionnaire from 24 students of class XI IPA 1, 3 students were selected consisting of one subject with high learning motivation, one subject with moderate learning motivation, and one subject with low learning motivation. Data collection techniques using learning motivation questionnaire instruments, written tests, documentation. In the research technique analysis is carried out, namely reducing data, presenting data, and drawing conclusions. Data validity checking technique uses technical triangulation. The results showed that 1) students with high learning motivation were able to fulfill all indicators of critical thinking, namely interpretation, analysis, evaluation, inference, explanation, and self-regulation, 2) students with moderate learning motivation were only able to fulfill 4 indicators of critical thinking, namely analysis, evaluation, inference, and self-regulation, 3) students with low learning motivation are only able to meet the indicators of critical thinking analysis and evaluation.

Design and evaluation of a remote synchronous gamified mathematics teaching activity that integrates multi-representational scaffolding and a mind tool for gamified learning.

Gamified learning is an instructional strategy that motivates students to learn, and the use of multiple representations assists learning by promoting students' thinking and advanced mathematical problem-solving skills. In particular, emergency distance learning caused by the COVID-19 pandemic may result in a lack of motivation and effectiveness in learning. This study designed an online gamified learning activity incorporating multi-representational scaffolding and compared the differences in the learning achievement and motivation for the gamified activity and general synchronous distance learning. In addition, for the group that conducted the gamified learning activity, we measured the participants' flow, anxiety, and emotion during the activity. A total of 36 high school students participated in the experiment. The results indicated that the gamified learning activity was not significantly effective in terms of enhancing learning achievement. In terms of learning motivation, a significant decrease in motivation was found for the group using general synchronous learning, while a significant increase in motivation was found for the group using synchronous gamified learning. This indicates that despite the negative impact of the pandemic on learning, gamified learning still enhances students' learning motivation. The results of flow, anxiety, and emotion showed that the participants had a positive and engaged experience. Participants provided feedback that the multi-representational scaffolding facilitates learning.

Komparasi Model Pembelajaran Kooperatif Tipe Examples Non Examples dan Picture and Picture terhadap Hasil Belajar Siswa

This study aims to determine the comparison of cooperative learning models of the Examples Non-Examples and Picture And Picture types on student learning outcomes on internet hardware material in terms of learning motivation in class X SMA Karya Sekadau, Regency. The research method uses the experimental method, a form of factorial designThe research instrument was a test in the form of multiple choice questions and a questionnaire. The data obtained were analyzed using two-way anava. The results of the anava test show: 1) There are differences in learning outcomes after being treated with cooperative learning models of the Examples Non Examples and Picture and Picture types on internet hardware material in class X SMA Karya Sekadau Regency with the Examples Non Examples models, 2) There are differences learning outcomes of students who have high learning motivation with students who have low learning motivation on internet hardware material in class X SMA Karya Sekadau Regency, 3) There is interaction of learning models with learning motivation on student learning outcomes on internet hardware material in class X SMA Karya Sekadau Regency with Model Examples Non Examples.

Enhancing design thinking in engineering students with project‐based learning

AbstractModern society requires increasing creative talents. As an educational concept, design thinking (DT) has been successfully applied in education to foster innovation. However, educational research on improving the engineering design ability of engineering students through the design process and practice is limited. Research has shown that project‐based learning (PBL) is an effective engineering education method. This research integrates DT and PBL (DT–PBL) in teaching the course “Introduction to Artificial Intelligence and Basic Algorithm Training” and discusses the teaching method and implementation of DT–PBL in detail through an example of a comprehensive training project of software and hardware collaboration based on a convolutional neural network and Raspberry Pi. This study considers the impact of DT–PBL on engineering students in terms of learning motivation and creativity using the pretest and posttest mixed method. Data analysis of quantitative tests and qualitative interviews shows that (1) The experimental group is superior to the comparison group in terms of overall learning motivation. Through a comprehensive training project of software and hardware collaboration, students can reflect on the required professional knowledge and skills, and improve their DT, engineering application, and innovation abilities and (2) The experimental group was superior to the comparison group in terms of overall creativity (adventure, curiosity, imagination, and challenge). Students in the experimental group can think more quickly and put forth more creative ideas from the perspective of user needs.

The effect of e-portfolio application on reflective thinking and learning motivation of primary school teacher candidates.

The aim of this research is to determine the effect of e-portfolio application on reflective thinking and learning motivation of primary school teacher candidates. The study group of the research consists of primary school teacher candidates studying in the 3rd year of the Faculty of Education of a state university in Ankara. In the research, a quasi-experimental design with pretest-posttest control group was used. Quantitative data of the study were collected using the Learning motivation scale, Reflective thinking scale and Performance tasks and independent samples t-test, two-factor ANOVA for mixed designs and Mann Whitney U-Test were used in the analysis of quantitative data. The qualitative data of the study were collected by applying a semi-structured interview form to the primary school teacher candidates in the experimental group through the interview technique. In addition, content analysis method was used in the analysis of qualitative data. When the results obtained from the research were examined, it was seen that there was a significant difference in favour of the experimental group in terms of reflective thinking post-test mean scores. Moreover, when the significance of the difference between the post-test mean scores in terms of learning motivation was examined, it was seen that there was a significant difference in favour of the experimental group. It was determined that there was a significant difference between the experimental and control groups in favour of the experimental group in terms of the performance tasks administered to the primary school teacher candidates. As a result, it was concluded that e-portfolio applications have a positive effect on reflective thinking, learning motivation and performance tasks of primary school teacher candidates.

맞춤형 학습컨설팅을 위한 학습 스타일 진단 도구 개발

Objectives This study attempted to develop a learning style diagnostic tool to support the Customized learning consulting of H University students.
 Methods To this end, a learning style diagnosis tool(propsal) was derived based on the literature analysis related to the development of the learning style diagnosis tool, and to measure the vitality of the diagnosis tool a preliminary survey was conducted on 366 college students belonging to the rel event university. The construct validity of the tool was measured through factor analysis of the preliminary survey results and the average difference between groups was verified to reflect the characteristics of H University.
 Results The learning style diagnosis tool was developed with 4 questions that can be divided into planned and intuitive types in terms of learning attitude, 6 questions that can be divided into external and internal motivations in terms of learning motivation, 4 questions that can be divided into liberal arts-oriented and major in terms of learning content, and 4 questions that can be divided into small group learning oriented and individual learning oriented in terms of learning methods, a total of 18 questions.
 Conclusions The learning style diagnosis tool validated in this study can be used as basic data for establishing a self-directed learning plan by checking the students’ own learning tendency and is expected to be used for effective class management by reflecting learner characteristics when designing classes.

The Effectiveness of Using a Digital Learning System (DLS) Through a Talking Stick Type Cooperative Learning Model in Social Studies Subjects for Class V Elementary School

Following a breakthrough in the development of learning technology, the Digital Learning System (DLS) is a breakthrough in developing learning technology where students can take advantage of technology in the form of software or hardware, online or offline, that is packaged attractively and interactively. This study aimed to determine the effectiveness of using DLS through the Talking Stick in terms of learning motivation and student learning outcomes. This research is descriptive analysis research with a quantitative approach; namely, the data obtained is quantitative data that will be analyzed descriptively. The sample used in this study is fifth-grade elementary school students, as many as 14 students in social studies subjects. The research was conducted at SD Negeri 124405 Pematang Siantar. The results showed that 78.58% of students already had learning motivation, and 85.71% of student learning outcomes passed the KKM. Based on these data, using the Digital Learning System Cooperative learning model Talking Stick has been said to be effective in motivation and student learning outcomes in class V SD Negeri 124405 Pematang Siantar.

Internalization of Religious Values in Storytelling Tradition at BA 'Aisyiyah Bajong

Advances in technology, the influence of the screen era, globalization and the Covid-19 pandemic have had a very extraordinary impact, one of which can be felt in the world of Early Childhood Education. Many children experienced a decline, in terms of learning motivation, habits, attitudes and morals of children which resulted in low religious values ​​children. The tradition of storytelling at BA 'Aisyiyah Bajong is one of the programs integrated into the literacy-based learning model. This program seeks to instil and develop religious values ​​for early childhood. This writing aims to explain the implementation of the storytelling tradition and its benefits in developing religious values ​​for early childhood. This writing uses a qualitative approach with a descriptive method. Data were collected through observations of program implementation and interviews with educators, children and parents. Data analysis used descriptive analysis. The results of the writing found that the tradition of storytelling was carried out in a planned and programmed manner by integrating it into a literacy-based learning model. This program is implemented in institutions by educators and at home with parental involvement. Storytelling activities are carried out through various techniques according to early childhood development which is presented in an interesting and fun way. The implementation of the storytelling tradition is supported by the facilitation of literacy corner facilities in schools and storytelling areas at home. This program involves parents as motivators and companions for children as well as determining the implementation of storytelling traditions at home. The tradition of storytelling increases children's religious values, marked by the child's ability to know God and his creation, love others and God's other creatures, get used to praying before and after activities, say and answer greetings, awareness of children to practice worship and the inculcation of morals and character. which is internalized in everyday life.

Accommodation, empowerment and disinvestment—Typical second‐language learning trajectories of Syrian refugees in Germany

AbstractThis paper asks how refugees' second‐language learning processes are embedded in their lives in host countries. To address this question, the paper proposes the concept of second‐language learning trajectories. These trajectories explain refugees' second‐language learning as closely intertwined with learners' self‐understanding, experiences and positioning in host countries. Using longitudinal narrative interview data from Syrian refugees in Germany, the paper identifies three different types of second‐language learning trajectories, that is empowerment, accommodation and disinvestment. These trajectories have vastly diverse outcomes, not only in terms of second‐language proficiency but also in terms of learning motivation, self‐views and future prospects. Moreover, second‐language learning trajectories evolve based on self‐reinforcing dynamics that make switching between trajectories increasingly difficult over time. This is particularly detrimental to refugees on the disinvestment trajectory, which entails social decline and exclusion. The paper also identifies institutional regulations in Germany that compound refugees' struggles to gain a foothold in their host country.

A Study on the Effect of Educational Games and Cooperative Learning Applications on Solving Students' Learning Problems

The aim of this study was to compare the effect of educational game (EG), reading-writing-game (RWG), reading-writing-application (RWA) and traditional methods on academic achievement, motivation, anxiety, and retention of their knowledge. On this basis, pretest-posttest control group quasi-experimental design was followed. Thus, the sample of the study was 149 7th grade students. Data were collected with the prior-knowledge test, academic achievement test, motivation and anxiety scale. In the analysis of data descriptive statistics and one-way ANOVA, were used. As a result, it was found that the EG method was more effective than the RWG, RWA and traditional method in improving the academic achievement of students. In terms of learning motivation and permanence of the information, it was seen that there is a significant difference between EG and traditional method in favor of the students who applied EG method. As for learning anxiety, the results showed that there is a significant difference among EG, RWA, and traditional method in favor of the students who used EG method.

The Effect of Education Model in Physical Education on Student Learning Behavior.

This research explores the effect of the sports education model implemented in physical education on college students' learning motivation and outcomes. The sports education model was compared with traditional physical education teaching as a control group. Participants were 60 college students in two classes. The ARCS (Attention, Relevance, Confidence, Satisfaction) Learning Motivation Scale, the Physical Education Affection Scale and a learning sheet were used for pre- and post-test comparison. Quantitative analysis was carried out on the post-test data using a dependent sample t-test and an independent sample t-test. The study found that: (1) the students in the sports education model group showed clear progress in learning motivation, affection, cognition and behavior, whereas the students in the traditional physical education group showed clear progress in cognition but no significant improvement in learning motivation, affection or behavior; (2) the sports education model group is clearly superior to the traditional physical education group in terms of learning motivation, affection, cognition, and behavior. This research shows that students are highly receptive to the sports education model, with a positive attitude and a high degree of motivation to learn to actively change their sports behavior. The sports education model brings several benefits: (1) it is an effective teaching method; (2) students' sense of responsibility, leadership and participation can be improved; (3) the preliminary homework and course structure descriptions take more time to compose, but can better guide students' motivation for learning physical education and can enhance teachers' professional growth.