The impact of intrinsic motivation on e-learning in authentic computer tasks

Authors: RobL. Martens¹; Judith Gulikers²; Theo Bastiaens²

Source: Journal of Computer Assisted Learning, Volume 20, Number 5, October 2004 , pp. 368-376(9)

Publisher: Blackwell Publishing

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Abstract:

Students with high intrinsic motivation often outperform students with low intrinsic motivation. However, little is known about the processes that lead to these differences. In education based on simulations or authentic electronic learning environments, this lack of insight is even more clear. The present study investigated what students actually did in an electronic learning environment that was designed as a game-like realistic simulation in which students had to play the role of a junior consultant. The results show that students with high intrinsic motivation did not do more, rather they tended to do different things. Analysis of log files showed that the increased curiosity that students with high intrinsic motivation have, resulted in proportionally more explorative study behaviour. However, the learning outcomes of students with high intrinsic motivation were not better.

Keywords: computer-based instruction; constructivist learning; motivation

Document Type: Research article

DOI: 10.1111/j.1365-2729.2004.00096.x

Affiliations: 1: Leiden University 2: Open University of the Netherlands, Leiden, The Netherlands

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