How to trigger students’ interest in digital learning environments: A systematic literature review

Abstract


 The digital revolution and globalization have a deep influence on education at all levels. Various digital devices do not only provide students’ Internet connections, but also create more opportunities for them to get inspired, motivated, and engaged in learning activities. Recent research shows that triggering interest can enhance students’ self-regulation, collaboration, problem-solving, and joy of learning. Previous studies show that the pedagogical use of information and communication technology (ICT) can support student-centered and collaborative learning, and develop thinking skills and creativity. However, little is known about the relevance of digital technologies for triggering interest. The aim of this study is to review existing literature in the field of the learning sciences, and provide answers for the following two research questions: 1) Which factors trigger students’ interest in ICT-based learning environments? 2) Which methods have been used for exploring triggers? The systematic literature review (SLR) methodology will be used in this study. The results will be used for developing new research for exploring triggers that can awaken students’ interest in learning. The findings will be useful for researchers and teachers to discover appropriate methods and approaches in successful integration of ICT in learning environments and the teaching process.

Teachers’ views on disinformation and media literacy supported by a tool designed for professional fact-checkers: perspectives from France, Romania, Spain and Sweden

“…Teachers’ perspectives on using InVID-WeVerify highlight how implementation is possible and may trigger interest among students (Sun et al 2018 ). Nevertheless, teachers and students seem to need hard and soft scaffolds and updated heuristics to be able to use such artefacts in constructive ways, as also noted in previous research (Nygren and Vikström 2013 ; Nygren et al 2014 ; Saye and Brush 2004 ).…”

Digitale Zukünfte der Universität: Szenarien soziotechnischen Wandels

“…Qualitäten, die durch interaktive Lehr- und Lernmodelle entstehen können, sind etwa eine Steigerung des Interesses an den gelehrten Inhalten, die Förderung des Austauschs zwischen Lehrenden und Studierenden sowie eine erhöhte Motivation und Zufriedenheit der Interaktionspartner*innen (Sun et al. 2018 , S. 77 f.). Kritisch wird das Modell der ressourcenoptimierten Universität allerdings insofern gesehen, als mitunter bezweifelt wird, dass sich mit aufgezeichneten Vorlesungen tatsächlich nennenswert Ressourcen einsparen ließen.…”

University College Students' Perspectives and Opinions on Digital Lectures

“…Dörnyei (2020) suggested that teachers should actively keep students engaged and not just focus on the subject content. Sun, Siklander, and Ruokamo (2018) identified, in a literature review, factors that trigger and stimulate learning in digital environments. According to their results, visible in Figure 2.…”