The Effects of M-Learning on Motivation, Achievement and Well-Being: A Self-Determination Theory Approach

Autor/inn/en	Jeno, Lucas M.; Adachi, Paul J. C.; Grytnes, John-Arvid; Vandvik, Vigdis; Deci, Edward L.
Titel	The Effects of M-Learning on Motivation, Achievement and Well-Being: A Self-Determination Theory Approach
Quelle	In: British Journal of Educational Technology, 50 (2019) 2, S.669-683 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12657
Schlagwörter	Electronic Learning; Student Motivation; Academic Achievement; Well Being; Self Determination; Handheld Devices; Computer Oriented Programs; Undergraduate Students; Biology; Feedback (Response); Competence; Personal Autonomy + Suchen Sie Ihr Suchwort? Schulische Motivation; Schulleistung; Well-being; Wellness; Wohlbefinden; Selbstbestimmung; Computerprogramm; Biologie; Kompetenz; Individuelle Autonomie
Abstract	From the lens of Self-Determination Theory, this study investigated the effects of a mobile application tool for identifying species on biology students' achievement and well-being. It was hypothesized that the mobile application, compared to a textbook, would enhance feelings of competence and autonomy and, in turn, intrinsic motivation, positive affect and achievement, because the mobile application's built-in functions provide students with choice and volition, informational feedback, and optimal challenges. Fifty-eight second-year students were randomly assigned to use either the mobile application or a textbook for a learning task. Well-being was assessed before and after the learning task, and intrinsic motivation, perceived competence, perceived autonomy and achievement were assessed after the task. Results indicated that the mobile application, relative to the textbook, produced higher levels of students' perceived competence, perceived autonomy and intrinsic motivation. Further, the mobile application had indirect effects on positive affect through autonomy, competence and intrinsic motivation, and on achievement through competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01