Motivation and Emotions in Competition Systems for Education: An Empirical Study

Muñoz‐Merino, Pedro J.; M, Molina Boix; Muñoz-Organero, Mario; Kloos, Carlos Delgado

doi:10.1109/te.2013.2297318

Cited by 47 publications

(21 citation statements)

References 23 publications

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“…affects their performance. Nowadays, it is clearly established that motivation is one of these factors [3,4]. This is especially trae in the case of students of engineering degrees because its difficulty canresult inthe student a sense of low self-efficacy.…”

Section: Introductionmentioning

confidence: 99%

“…This is especially trae in the case of students of engineering degrees because its difficulty canresult inthe student a sense of low self-efficacy. It might hinder the student motivation increasing the levéis of absenteeism and dropping out to worryingly high levéis [5,6], Therefore, in recent years, several theoretical and practical studies have provided findings and resources to meet and stimulate engineering student motivation [4,6,7], Since a long time ago there are instruments useíul to conduct motivation researches like the MSLQ (Motivational Strategies for Learning Questionnaire) [8], the Zoller test [9] or the MAPE-3 (Motivation to Learning and Execution) [10]. But these instruments are not particularized for the engineering students.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Motivation in engineering education a framework supported by evaluation instruments and enhancement resources

López-Fernández

Alarcón

Tovar

2015

2015 IEEE Global Engineering Education Conference (EDUCON)

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Motivation in engineering education a framework supported by evaluation instruments and enhancement resources

López-Fernández

Alarcón

Tovar

2015

2015 IEEE Global Engineering Education Conference (EDUCON)

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“…The test indicates (with a value of 2.80, p ¼ 0.048) that it is statistically significant that men use the feedback activity more than women; the minimum expected count in each cell is higher than five, so the Pearson Chi-Square Test assumption is fulfilled for this case. The participation and other differences in web-based learning environments by gender have also been addressed in other works (e.g., [40], [41]). …”

Section: Comparison Of Optional Activities With Other Categorical Varmentioning

confidence: 96%

Analyzing the Impact of Using Optional Activities in Self-Regulated Learning

Ruipérez‐Valiente

Muñoz‐Merino

Kloos

et al. 2016

IEEE Trans. Learning Technol.

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Abstract-Self-regulated learning (SRL) environments provide students with activities to improve their learning (e.g., by solving exercises), but they might also provide optional activities (e.g., changing an avatar image or setting goals) where students can decide whether they would like to use or do them and how. Few works have dealt with the use of optional activities in SRL environments. This paper thus analyzes the use of optional activities in two case studies with a SRL approach. We found that the level of use of optional activites was low with only 23.1 percent of students making use of some functionality, while the level of use of learning activities was higher. Optional activities which are not related to learning are used more. We also explored the behavior of students using some of the optional activities in the courses such as setting goals and voting comments, finding that students finished the goals they set in more than 50 percent of the time and that they voted their peers' comments in a positive way. We also found that gender and the type of course can influence which optional activities are used. Moreover, the relations of the use of optional activities with proficient exercises and learning gains is low when taking out third variables, but we believe that optional activities might motivate students and produce better learning in an indirect way.

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“…During the academic years 2009-2010 and 2010-2011, students had to follow a route with a start point and end point. From 2010-2011 onwards, this simulation exercise was transformed into an educational game/competition, in which students must travel as long a route as possible in a fixed time; this was to take advantage of the extra student motivation arising from this kind of activity [27], [28].…”

Section: E Experiments V: Radionavigation Simulation Exercisementioning

confidence: 99%

“…A game was introduced to motivate students in carrying out one of the laboratory exercises. of introducing competitions in laboratory work has been widely studied ( [27], [28], and references therein). These reveal that, except in some special situations, a competition can have a positive effect on student motivation.…”

Section: Introductionmentioning

confidence: 99%

A Radionavigation Systems Course

Guerrero

Valenzuela-Valdés

2015

IEEE Trans. Educ.

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This paper presents a new course, Radionavigation Systems, whose laboratory and theoretical components complement each other to enhance student learning. Radionavigation skills and knowledge are taught by means of various instructional methods, and the laboratory successfully merges hands-on learning using specific instrumentation and software simulation tools, with m-learning and a competition. The relationship between cognitive and psychomotor learning outcomes is discussed. These instructional methods proved highly motivating to students. Oral presentations and report preparation skills also improved in students who completed the course. The experiments designed for the course are discussed in the light of student surveys, student grades, and the work carried out by the lecturer. The evaluation results demonstrate a high degree of success in meeting the initial goals of the course. The main drawback of the current course is related to equipment availability. Student motivation was high throughout the course. The course as designed is transferable to other universities.

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Motivation and Emotions in Competition Systems for Education: An Empirical Study

Cited by 47 publications

References 23 publications

Motivation in engineering education a framework supported by evaluation instruments and enhancement resources

Motivation in engineering education a framework supported by evaluation instruments and enhancement resources

Analyzing the Impact of Using Optional Activities in Self-Regulated Learning

A Radionavigation Systems Course

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