A “Good Game” of Readers Responding Smutny, Nicole Danice; Saal, Leah Katherine
The Reading teacher,
March/April 2021, Letnik:
74, Številka:
5
Journal Article
Recenzirano
In this article, the authors describe the impact of a reader response game in an English language arts classroom. They explore the theoretical intersection of game‐based learning and “good games” and ...transactional theory as a framework for this practice. After incorporating a “good game” of reader response in classes, the authors found that the students increased both their volume of texts read and their engagement across text format/type and genre. The authors conclude by discussing the theoretical and instructional implications of using a reader response style game in the English language arts classroom and beyond.
Educational Badges are touted as an alternative assessment that can increase learner motivation. We considered two distinct models for educational badges; merit badges and videogame achievements. To ...begin unpacking the relationship between badges and motivation, we conducted a study using badges within an intelligent-tutor system for teaching applied mathematics to middle-school students. Our findings indicate that badge earning could be driven by learner motivations and that systems with badges could have a positive effect on critical learner motivations. However, badge acquisition patterns were different across learners with different levels of prior knowledge. Different badge types also affected different learners motivation. Additionally, we believe that our findings are compatible with the research finding that extrinsic motivators have a negative influence on learning. The implication for educational badge designers is that they must consider the ability and motivations of learners when choosing what badges to include in their curricula. We believe our findings exist as one piece of the large research base needed to understand educational badges.
We identify two post-acceptance information system (IS) usage behaviors related to how employees leverage implemented systems. Routine use (RTN) refers to employees' using IS in a routine and ...standardized manner to support their work, and innovative use (INV) describes employees' discovering new ways to use IS to support their work. We use motivation theory as the overarching perspective to explain RTN and INV and appropriate the rich intrinsic motivation (RIM) concept from social psychology to propose a conceptualization of RIM toward IS use, which includes intrinsic motivation toward accomplishment (IMap), intrinsic motivation to know (IMkw), and intrinsic motivation to experience stimulation (IMst). We also consider the influence of perceived usefulness (PU)—a representative surrogate construct of extrinsic motivation toward IS use—on RTN and INV. We theorize the relative impacts of the RIM constructs and PU on RTN and INV and the role of personal innovativeness with IT (PIIT) in moderating the RIM constructs' influences on INV. Based on data from 193 employees using a business intelligence system at one of the largest telecom service companies in China, we found (1) PU had a stronger impact on RTN than the RIM constructs, (2) IMkw and IMst each had a stronger impact on INV than either PU or IMap, and (3) PIIT positively moderated the impact of each RIM construct on INV. Our findings provide insights on managing RTN and INV in the post-acceptance stage.
Measuring students’ reading motivation is a common practice in literacy classrooms, and results often inform instruction. This mixed‐methods study problematizes this practice, raising tensions ...between how reading motivation is measured and its enactment in a reading class. Key tensions include reading motivation as competition versus a collective endeavor, reading motivation emphasizing teacher‐directed learning versus student‐led learning, and reading motivation valuing texts as windows versus mirrors. The author suggests that teachers should take a critical lens to reading motivation measurement tools before using them.
The present research complements extant variable-centered research that focused on the dimensions of autonomous and controlled motivation through adoption of a person-centered approach for ...identifying motivational profiles. Both in high school students (Study 1) and college students (Study 2), a cluster analysis revealed 4 motivational profiles: a good quality motivation group (i.e., high autonomous, low controlled); a poor quality motivation group (i.e., low autonomous, high controlled); a low quantity motivation group (i.e., low autonomous, low controlled); and a high quantity motivation group (i.e., high autonomous, high controlled). To compare the 4 groups, the authors derived predictions from qualitative and quantitative perspectives on motivation. Findings generally favored the qualitative perspective; compared with the other groups, the good quality motivation group displayed the most optimal learning pattern and scored highest on perceived need-supportive teaching. Theoretical and practical implications of the findings are discussed.
Teach Yourself How to Learn McGuire, Saundra Yancy; McGuire, Stephanie
2018, 2023-07-03, 2018-01-31, 2018-01-16
eBook
Following up on her acclaimed Teach Students How to Learn, that describes teaching strategies to facilitate dramatic improvements in student learning and success, Saundra McGuire here presents these ..."secrets" direct to students.
Her message is that "Any student can use simple, straightforward strategies to start making A's in their courses and enjoy a lifetime of deep, effective learning."
Beginning with explaining how expectations about learning, and the study efforts required, differ between college and secondary school, the author introduces her readers, through the concept of metacognition, to the importance and powerful consequences of understanding themselves as learners. This framework and the recommended strategies that support it are useful for anyone moving on to a more advanced stage of education, so this book also has an intended audience of students preparing to go to high school, graduate school, or professional school.
In a conversational tone, and liberally illustrated by anecdotes of past students, the author combines introducing readers to concepts like Bloom's Taxonomy (to illuminate the difference between studying and learning), fixed and growth mindsets, as well as to what brain science has to tell us about rest, nutrition and exercise, together with such highly specific learning strategies as how to read a textbook, manage their time and take tests.
With engaging exercises and thought-provoking reflections, this book is an ideal motivational and practical text for study skills and first year experience courses.
The emergence of online environments has changed the landscape of educational learning. Some students thrive in this learning environment, but others become amotivated and disengaged. Drawing on ...self-determination theory, we report the findings of a study of 574 undergraduate business students at an Australian higher education institution on their attitude toward online learning, and its impact on their motivation and educational engagement. Data was collected via an e-mail survey and analysed using structural equation modelling and the Hayes’ bootstrapping method. The results of the study were mixed. Attitude to online learning mediated the relationships of both intrinsic motivation to know and extrinsic motivation with engagement, indicating that the design of online learning environments can play a role in enhancing learning experiences. However, attitude to online learning was not found to mediate the intrinsic motivation to accomplish and engagement relationship. A negative mediation effect was partially supported between amotivation and engagement, with study mode found as a moderated mediator to this effect, being stronger and significant for online students as opposed to on-campus students. These results have implications for how students can be engaged online, and the need for educators to design online learning environments that support the learning experience for all students.
In the context of the digitalization of the economy, the key driver for increasing the efficiency of the high-tech industry is the development of human resources. The purpose of the study is to ...determine the conceptual foundations of the personnel motivation system of high-tech enterprises in Iran. Based on the goal set, a number of tasks were solved. The components of the motivation system are described: subjects and objects of management, mechanisms and processes of management on the example of the Iranian company NOSA. The concept of “high technology” has been clarified, the criteria for a high-tech enterprise have been defined: a high share of companies’ costs for R&D (research and development work). The scientific novelty of the work lies in the construction of a conceptual scheme for motivating the personnel of high-tech enterprises. On the basis of empirical research, the needs of the employees of the Iranian company NOSA are determined. The presented tools: survey, questioning, testing, observation allow the head of the enterprise to determine the motives and needs of employees and, on their basis, develop or adjust the most effective system of personnel motivation in the enterprise. The object of the study is the personnel motivation system of the Iranian company NOSA. The subject is the organizational and economic aspects of motivating personnel in the high-tech sector in the context of the digitalization of the economy. The provisions outlined in the article make it possible to comprehensively present the conceptual foundations of personnel motivation systems, including those in high-tech industries.
This research examined how motivation (perceived control, intrinsic motivation, and extrinsic motivation), cognitive learning strategies (deep and surface strategies), and intelligence jointly ...predict long-term growth in students' mathematics achievement over 5 years. Using longitudinal data from six annual waves (Grades 5 through 10; M
age
= 11.7 years at baseline; N = 3,530), latent growth curve modeling was employed to analyze growth in achievement. Results showed that the initial level of achievement was strongly related to intelligence, with motivation and cognitive strategies explaining additional variance. In contrast, intelligence had no relation with the growth of achievement over years, whereas motivation and learning strategies were predictors of growth. These findings highlight the importance of motivation and learning strategies in facilitating adolescents' development of mathematical competencies.
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