Motivating and Engaging Students Using Educational Technologies

Jones, Brett D.

doi:10.1007/978-3-030-36119-8_2

Cited by 17 publications

(14 citation statements)

References 105 publications

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“…Because these results are correlational, we cannot assume that increasing students’ MUSIC perceptions will lead to increases in students’ instructor or course ratings. However, because these relationships are consistent with the MUSIC model theory ( Jones, 2018 , 2020 ), it is reasonable to speculate that if instructors increase the students’ MUSIC perceptions in the course, they will receive higher instructor and course ratings. Although experimental and quasi-experimental studies have demonstrated that it is possible to intentionally increase one or more of students’ MUSIC perceptions ( Reeve et al, 2004 ; McGinley and Jones, 2014 ; Lin-Siegler et al, 2016 ; Hulleman et al, 2017 ), further research is needed to study the effects of these increases on students’ instructor and course ratings.…”

Section: Discussionsupporting

confidence: 57%

“…Based on the MUSIC model theory ( Jones, 2009 , 2018 , 2020 ) and research ( Jones and Wilkins, 2013 ; Jones and Skaggs, 2016 ; Pace et al, 2016 ), we hypothesized the MUSIC model as a correlated five-factor model and tested the validity of this model for the specific sample of students in this study using a Confirmatory Factor Analysis (CFA). Estimation of the model found the following fit indexes:χ 2 (289) = 2050.60, CFI = 0.90, SRMR = 0.06, RMSEA = 0.09 (90% confidence interval [CI] = [0.085, 0.093]).…”

Section: Resultsmentioning

confidence: 99%

“…In this study, we assessed students' course perceptions associated with the five components of the MUSIC Model of Motivation (abbreviated as the MUSIC model, see Figure 1; Jones, 2009Jones, , 2018Jones, , 2020. The MUSIC model was developed specifically to provide instructors with evidence-based categories of instructional strategies that could be used to design instruction to motivate students to engage in learning.…”

Section: Perceptions Associated With the Music Model Of Motivationmentioning

confidence: 99%

“…We chose to examine students' perceptions related to the five MUSIC model components for several reasons. First, the MUSIC model is a multi-level theory (Jones, 2018(Jones, , 2020 because it explains the effects of internal variables (e.g., beliefs, affect) on students' MUSIC perceptions and how these relationships are affected by external variables (e.g., instructors, curriculum, peers, culture; see Figure 1). Therefore, the model provides a useful framework for examining the multilevel nature of motivation within and across different contexts, in particular, students nested within classrooms.…”

Section: Perceptions Associated With the Music Model Of Motivationmentioning

confidence: 99%

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Students’ Class Perceptions and Ratings of Instruction: Variability Across Undergraduate Mathematics Courses

2021

Self Cite

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The primary purpose of this study was to examine whether students’ motivation-related perceptions of mathematics courses were related to their ratings of instruction while controlling for their academic major, type of math class, and expected grade in the class. We investigated these relationships at both the student- and class-level because little is known about whether students’ motivation-related perceptions vary across mathematics courses and whether this variance is related to overall class ratings of instruction. The sample included 795 students nested within 43 different mathematics course sections. Students provided their course perceptions of autonomy, utility value, expectancies for success, situational interest, instructor caring, expected grade, and their overall perceptions of the course and instructor. Multilevel modeling techniques were used to investigate potential student- and class-level effects as well as compositional effects. Students’ class perceptions varied significantly across mathematics courses. In addition, students’ motivation-related course perceptions were positively related to their instructor and course ratings at both the student-level and class-level; however, the strength of these relationships sometimes varied across courses for some of the motivation-related perceptions. These results suggest that the motivational climate (i.e., the psychological environment) can affect students’ instructor and course ratings. Moreover, these findings suggest that instructors have some control over their instructor and course ratings through the teaching strategies that they implement. For example, they may be able to increase their ratings by implementing teaching strategies that support students’ autonomy, goals, success, interests, and relationships.

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Section: Discussionsupporting

confidence: 57%

Section: Resultsmentioning

confidence: 99%

Section: Perceptions Associated With the Music Model Of Motivationmentioning

confidence: 99%

Section: Perceptions Associated With the Music Model Of Motivationmentioning

confidence: 99%

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Students’ Class Perceptions and Ratings of Instruction: Variability Across Undergraduate Mathematics Courses

2021

Self Cite

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“…One of the biggest advantages of such technology can be seen from the perspective of motivation, especially in terms of: (1) fun, interest and enjoyment; (2) engagement; (3) satisfaction; (4) willingness to learn; (5) positive attitude; (6) attention and (7) level of confidence (Gordon et al, 2016;Schott & Marshall, 2018). Hence, VR has created a new way of learning and making learning experience more fun, engaging and interest about the subject (Jones, 2020).…”

Section: Virtual Reality (Vr) In Educationmentioning

confidence: 99%

Employing Virtual Reality (VR) Technology with Experiential Learning Perspective to Enhance Students’ Learning Experience

Gar¹,

Idris²

2021

IJARBSS

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The authors advocate to employ Virtual Reality (VR) with the application of experiential learning in order to enhance the students' learning experience. In modern world with diverse platforms for innovations and solutions, technology is shaping the future of education. New digital technology is used to improve the process of teaching and learning. Digital technology opens up a new space for learning where students are immerse through various forms of technological learning platforms, devices and applications. The application of digital technology in education can assist students to cope with different learning environment and improves students' learning efficiency. One of the innovative technologies for education is Virtual Reality (VR). VR has changed the way how students learn. VR allows us to bridge the gaps between educators and learners. VR can be used to stimulate a digital learning environment for educators and students to be together in the same room regardless of wherever they are physically and with digital representations of themselves. This paper will discuss the potential of integrating VR in education as one of the effective methods that can enhance students' learning experience.

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Towards Inclusive Excellence: A Case Study in Engineering

Shaddy

2023

Lecture Notes in Networks and Systems

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Motivating and Engaging Students Using Educational Technologies

Cited by 17 publications

References 105 publications

Students’ Class Perceptions and Ratings of Instruction: Variability Across Undergraduate Mathematics Courses

Students’ Class Perceptions and Ratings of Instruction: Variability Across Undergraduate Mathematics Courses

Employing Virtual Reality (VR) Technology with Experiential Learning Perspective to Enhance Students’ Learning Experience

Towards Inclusive Excellence: A Case Study in Engineering

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