Intrinsic motivation in a blended learning environment

Tatiana Codreanu Universit Lumire Lyon 2 France Sandrine Chein Institut franais du Royaume-Uni UK Gaelle Robin Institut franais du Royaume-Uni UK

Overview
1. 2. 3. 4. 5. 6. Context of research Theoretical framework Methodology Results Discussion Conclusion and perspectives

The French Institute of London

277 Moodle courses, 1668 users French classes in situ and online activities on Moodle Analytics: demographics, behaviour, technology, content

The French Institutes Moodle page

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Screenshot of a course page

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Screenshot of the in-page analytics: page views, average time on page, bounce rate etc.
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Overview
1. 2. 3. 4. 5. 6. Context of research Theoretical framework Methodology Results Discussion Conclusion and perspectives

Theoretical framework
Studies on motivation : ! socio-psychological approach (Lambert, 1963; Gardner, 1966; Gardner, Smythe, Clement & Gliksman, 1976) ! cognitive approach (Atkinson, 1957; Harter, 1981; Schunk, 1983 ; Eccles et al. 1983; Wigfield, 1994; Deci & Ryan, 1985, 2000, 2002; Bandura, 1997; Wigfiled & Eccles, 2000; Noels et al., 2000; Viau & Sauv, 2002)

Theoretical framework

Theoretical framework

Cognitive psychology

Technology as experience

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Eccles et al. Expectancy- Value Model

Task Difficulty Perceptions Success Expectations

Ability Self Perceptions

Engagement

Subjective Task Value Short & Long Term Goals, Affective Memories & Expectations

(Eccles, 2004)

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Task value

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Deci & Ryan

Less selfdetermined

More selfdetermined

(Deci, 2008)

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Similar conceptual constructs

Intrinsic value Intrinsic motivation

Attainment value

Integration

Utility value

Identification

Introjection Perceived cost External regulation Amotivation

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Overview
1. 2. 3. 4. 5. 6. Context of research Theoretical framework Methodology Results Discussion Conclusion and perspectives

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Corpus of study
34 students for the experimental study
Expectancies for success (i.e. I believe I can master French) Attainment value (i.e. French is worth being mastered) Intrinsic value (i.e. I enjoy learning French) The utility value (i.e. What I am learning will be useful for traveling) Cost for learning French (i.e. Learning French is difficult)

15 students for the longitudinal study (3 classes)

Intrinsic regulation (i.e. I enjoy online activities) Identified regulation (i.e. I find value in interacting with my peers) Introjected regulation (i.e. It is preferable to refer to online activities like my peers) External regulation (i.e. I need to refer to online activities in order to give a good impression of myself) Amotivation (i.e. Referring to online activities as my peers is a waste of time).
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Hypothesis
The motivation of students that voluntarily study French is higher in terms of expectations and values compared to students that study French for academic credit, which could imply the continuation of the engagement.

Tutoring practices and peers are likely to increase learners intrinsic motivation.

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Overview
1. 2. 3. 4. Context of research Theoretical framework Methodology Results
a. Experimental study b. Longitudinal study

5. Discussion 6. Conclusion and perspectives

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Experimental study

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Results
IF > SPU Success expectations are significantly higher Intrinsic motivation is significantly higher Utility value is not significantly higher Attainment value is not significantly higher The perceived cost is higher
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Discussion

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Overview
1. 2. 3. 4. Context of research Theoretical framework Methodology Results
a. Experimental study b. Longitudinal study

5. Discussion 6. Conclusion and perspectives

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Longitudinal study

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Results
Increase in intrinsic motivation, introjected regulation and identified regulation Significant decrease in amotivation Increase of students degree of self- determination, Important autonomous motivation Hypothesis that tutoring practices and peers are likely to increase learners intrinsic motivation is confirmed by the study of external factors

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Discussion

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Users experience
Generally, I found Moodle excellent for a summary of my lesson and homework There are too many information to absorb

Access of homework online is very useful

I feel its too crowded!

I enjoy online activities on Moodle

I found it too difficult to access the class blog

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Users experience
What helped your learning?
Online activities Writing posts on Moodles blog Learning from other students blog posts and texts What hindered your learning? Difficulties in locating different pages Cluttered interface

What aspect of the online course did you find especially valuable? online homework Summary of the lesson on Moodle

Usability

(Nielsen, 1995 ; Norman, 1988)

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Analytics
Navigation " Important aspect of user experience on the web (Lazar, 2003) Users had difficulties following the path designed to reach the target pages (courses, blog) Content attracting visitors: blog, page courses, online activities Site Overlay: Summaries of clicks overlaid on Moodles Pages " For example, we moved the login block on the lefthand menu to improve the user experience.
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Tutoring method
Feedback Prompt answers (emails, messages) Clear and focused lessons Use of varied material and pedagogical approaches

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Overview
1. 2. 3. 4. 5. 6. Context of research Theoretical framework Methodology Results Discussion Conclusion and perspectives

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Discussion
Involve tutors and students (end users) in the design enhancement process Upgrade tutor profiles and student profiles so that they become administrators (reduce external controls) Platform that supports end users autonomy Technology can also be seen as an extension of users creative abilities by providing new sources of motivation
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Overview
1. 2. 3. 4. 5. Context of research Theoretical framework Methodology Results and discussion Conclusion and perspectives

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Conclusion and perspectives

Pedagogical methods and peer interactions are significant factors that directly influence intrinsic motivation for learning Study conducted with cognitive values " results would gain in accuracy through a more detailed analysis that takes into account the satisfaction of the three basic psychological needs and performance A perceived cost (in terms of difficulties) attached to design and usability which requires further exploration in order to sustain motivation
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Thank you !

MERCI POUR VOTRE ATTENTION !

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