E-LEARNING MOTIVATION AMONG STUDENT-ATHLETES OF UNIVERSITI TEKNOLOGI MARA (UiTM), MALAYSIA.

Abstract

The greatest challenge for educators during the pandemic Covid 19 situation today is to motivate their students to adopt e-learning. Therefore, it is important for lecturers in higher institutions to understand how to motivate their learners in choosing the types of motivation. Motivation refers to the concern with arousal, direction and persistence of behaviour towards the achievement of a specific goal, which classified into intrinsic and extrinsic. The objective of this study is to explore the types of motivation in adopting e-learning among the student-athletes of Sport Science and Recreation Faculty at University Technology MARA (UiTM), Malaysia. One hundred and twenty student t- athletes participated in this study. They were categorized into four ranking known as national, state, district and university based on their achievement in sports. The overall result showed that the student-athletes have the highest level of motivation in External Regulation (mean= 27.51), followed by Introjected Regulation (mean= 25.74), Identified Regulation (mean= 22.32), Amotivation (mean= 20.34), Intrinsic Motivation to Experience (mean= 17.17), Intrinsic Motivation to Know (mean= 15.31) and Intrinsic Motivation to Accomplish (mean= 12.55). Furthermore, national level athletes scored higher mean in both types of e-learning motivation except for Amotivation. In contrast, university ranking student-athletes scored the lowest on all the types of motivations for e-learning but highest in Amotivation. The findings obtained in this study supported by Self-Determination theory that e-learning involves the interaction of both intrinsic and extrinsic motivation. Therefore, educators should use intrinsic and extrinsic types of motivation to enhance the e learning habits among student-athletes to increase their performance in academic.

Elevating Student Motivation: Constructing a Gamified Massive Open Online Courses using the MARC Framework

“…The consistent findings across various studies and the alignment with previous research underscore the significance of autonomy in enhancing intrinsic motivation through gamified platforms. The literature consistently supports the idea that providing users with autonomy, such as the freedom to make choices and engage in optional activities, enhances their inherent motivation to use gamified platforms or software (Arora & Razavian, 2021;Parnabas et al, 2023;Schaper et al, 2022). By understanding these implications and limitations, developers and educators can design gamified platforms that leverage autonomy to promote engagement and motivation (Bitrián et al, 2023;Mustafa et al, 2023;Zhang & Shao, 2021).…”