CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: learning motivation</title> <meta name="description" content="Search results for: learning motivation"> <meta name="keywords" content="learning motivation"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="learning motivation" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="learning motivation"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 7989</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: learning motivation</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7959</span> Exploring Motivation and Attitude to Second Language Learning in Ugandan Secondary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nanyonjo%20Juliet">Nanyonjo Juliet</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Across Sub-Saharan Africa, it’s increasingly becoming an absolute necessity for either parents or governments to encourage learners, most particularly those attending high schools, to study a second or foreign language other than the “official language” or the language of instruction in schools. The major second or foreign languages under consideration include but are not necessarily limited to English, French, German, Arabic, Swahili/Kiswahili, Spanish and Chinese. The benefits of learning a second (foreign) language in the globalized world cannot be underestimated. Amongst others, it has been expounded to especially involve such opportunities related to traveling, studying abroad and widening one’s career prospects. Research has also revealed that beyond these non-cognitive rewards, learning a second language enables learners to become more thoughtful, considerate and confident, make better decisions, keep their brain healthier and generally – speaking, broaden their world views. The methodology of delivering a successful 2nd language – learning process by a professionally qualified teacher is located in motivation. We strongly believe that the psychology involved in teaching a foreign language is of paramount importance to a learner’s successful learning experience. The aim of this paper, therefore, is to explore and show the importance of motivation in the teaching and learning of a given 2nd (foreign) language in the local Ugandan high schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=second%20language" title="second language">second language</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language" title=" foreign language"> foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title=" language teaching"> language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=official%20language" title=" official language"> official language</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20of%20instruction" title=" language of instruction"> language of instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=globalized%20world" title=" globalized world"> globalized world</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20rewards" title=" cognitive rewards"> cognitive rewards</a>, <a href="https://publications.waset.org/abstracts/search?q=non-cognitive%20rewards" title=" non-cognitive rewards"> non-cognitive rewards</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20process" title=" learning process"> learning process</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/abstracts/175351/exploring-motivation-and-attitude-to-second-language-learning-in-ugandan-secondary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175351.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7958</span> Survey Study of Integrative and Instrumental Motivation in English Language Learning of First Year Students at Naresuan University International College (NUIC), Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Don%20August%20G.%20Delgado">Don August G. Delgado</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Foreign Language acquisition without enough motivation is tough because it is the force that drives students’ interest or enthusiasm to achieve learning. In addition, it also serves as the students’ beacon to achieve their goals, desires, dreams, and aspirations in life. Since it plays an integral factor in language learning acquisition, this study focuses on the integrative and instrumental motivation levels of all the first year students of Naresuan University International College. The identification of their motivation level and inclination in learning the English language will greatly help all NUIC lecturers and administrators to create a project or activities that they will truly enjoy and find worth doing. However, if the findings of this study will say otherwise, this study can also show to NUIC lecturers and administrators how they can help and transform NUIC freshmen on becoming motivated learners to enhance their English proficiency levels. All respondents in this study received an adopted and developed questionnaire from different researches in the same perspective. The questionnaire has 24 questions that were randomly arranged; 12 for integrative motivation and 12 for instrumental motivation. The questionnaire employed the five-point Likert scale. The tabulated data were analyzed according to its means and standard deviations using the Standard Deviation Calculator. In order to interpret the motivation level of the respondents, the Interpretation of Mean Scores was utilized. Thus, this study concludes that majority of the NUIC freshmen are neither integratively motivated nor instrumentally motivated students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation" title="motivation">motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=integrative" title=" integrative"> integrative</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20acquisition" title=" foreign language acquisition"> foreign language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=instrumental" title=" instrumental"> instrumental</a> </p> <a href="https://publications.waset.org/abstracts/54254/survey-study-of-integrative-and-instrumental-motivation-in-english-language-learning-of-first-year-students-at-naresuan-university-international-college-nuic-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54254.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">228</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7957</span> Teacher Trainers’ Motivation in Transformation of Teaching and Learning: The Fun Way Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malathi%20Balakrishnan">Malathi Balakrishnan</a>, <a href="https://publications.waset.org/abstracts/search?q=Gananthan%20M.%20Nadarajah"> Gananthan M. Nadarajah</a>, <a href="https://publications.waset.org/abstracts/search?q=Noraini%20Abd%20Rahim"> Noraini Abd Rahim</a>, <a href="https://publications.waset.org/abstracts/search?q=Amy%20Wong%20On%20Mei"> Amy Wong On Mei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study is to investigate the level of intrinsic motivation of trainers after attending a Continuous Professional Development Course (CPD) organized by Institute of Teacher Training Malaysia titled, ‘Transformation of Teaching and Learning the Fun Way’. This study employed a survey whereby 96 teacher trainers were given Situational Intrinsic Motivational Scale (SIMS) Instruments. Confirmatory factor analysis was carried out to get validity of this instrument in local setting. Data were analyzed with SPSS for descriptive statistic. Semi structured interviews were also administrated to collect qualitative data on participants experiences after participating in the two-day fun-filled program. The findings showed that the participants’ level of intrinsic motivation showed higher mean than the amotivation. The results revealed that the intrinsic motivation mean is 19.0 followed by Identified regulation with a mean of 17.4, external regulation 9.7 and amotivation 6.9. The interview data also revealed that the participants were motivated after attending this training program. It can be concluded that this program, which was organized by Institute of Teacher Training Malaysia, was able to enhance participants’ level of motivation. Self-Determination Theory (SDT) as a multidimensional approach to motivation was utilized. Therefore, teacher trainers may have more success using the ‘The fun way approach’ in conducting training program in future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title="teaching and learning">teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20trainer" title=" teacher trainer"> teacher trainer</a>, <a href="https://publications.waset.org/abstracts/search?q=SDT" title=" SDT"> SDT</a> </p> <a href="https://publications.waset.org/abstracts/37347/teacher-trainers-motivation-in-transformation-of-teaching-and-learning-the-fun-way-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37347.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">461</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7956</span> Online Foreign Language Learning Motivation for Tunisian Students of English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leila%20Najeh">Leila Najeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the motivational factors influencing Tunisian university students learning English through online platforms. Using a mixed-methods approach, data were collected from 112 undergraduate students of English across universities in Tunisia. The study employed an online questionnaire to measure intrinsic and extrinsic motivation, incorporating the Learning Motivation Questionnaire (FFLLM-Q) developed by Gonzales in 2001 and semi-structured interviews to explore students’ perspectives on their online learning experiences. Quantitative analysis revealed a significant correlation between intrinsic motivation and interactive features such as gamification and adaptive content delivery, while extrinsic motivation was strongly linked to career aspirations and academic requirements. Qualitative findings highlighted challenges such as limited interaction with peers and teachers, technical constraints, and a lack of immediate feedback as demotivating factors. Participants expressed a preference for blended learning models, combining the flexibility of online education with the collaborative environment of traditional classrooms. This study underscores the need for tailored online learning solutions to enhance the motivational landscape for Tunisian students, emphasizing the importance of culturally relevant content, accessible platforms, and supportive learning communities. Further research is recommended to evaluate the long-term impact of these interventions on language proficiency and learner autonomy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivational%20factor" title="motivational factor">motivational factor</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20foreign%20language%20learnig" title=" online foreign language learnig"> online foreign language learnig</a>, <a href="https://publications.waset.org/abstracts/search?q=tunsian%20students%20of%20english" title=" tunsian students of english"> tunsian students of english</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning%20platforms" title=" online learning platforms"> online learning platforms</a> </p> <a href="https://publications.waset.org/abstracts/194870/online-foreign-language-learning-motivation-for-tunisian-students-of-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194870.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">7</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7955</span> A Study on the Difficulties and Countermeasures of Uyghur Students’ English Learning in Hotan District, Xinjiang</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tingting%20Zou">Tingting Zou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper firstly presents an overview of the situation of Xinjiang and Hotan, and describes the current status and features of Uyghur students’ English education. Then it summarizes the research on the theories of Third Language Acquisition and Foreign Language Learning Motivation at home and abroad. Further, through the data collected by the questionnaire, the paper points out the three main problems and causes of Uyghur students’ English learning in Hotan, Xinjiang. Finally, the paper draws a conclusion and puts forward some suggestions on how to improve their English learning quality based on the theory of Foreign Language Learning Motivation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=countermeasures%20and%20difficulties" title="countermeasures and difficulties">countermeasures and difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20learning" title=" English learning"> English learning</a>, <a href="https://publications.waset.org/abstracts/search?q=Hotan%20Xinjiang" title=" Hotan Xinjiang"> Hotan Xinjiang</a>, <a href="https://publications.waset.org/abstracts/search?q=Uyghur%20students" title=" Uyghur students"> Uyghur students</a> </p> <a href="https://publications.waset.org/abstracts/156508/a-study-on-the-difficulties-and-countermeasures-of-uyghur-students-english-learning-in-hotan-district-xinjiang" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156508.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">96</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7954</span> Working Memory Capacity and Motivation in Japanese English as a Foreign Language Learners' Speaking Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akiko%20Kondo">Akiko Kondo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although the effects of working memory capacity on second/foreign language speaking skills have been researched in depth, few studies have focused on Japanese English as a foreign language (EFL) learners as compared to other languages (Indo-European languages), and the sample sizes of the relevant Japanese studies have been relatively small. Furthermore, comparing the effects of working memory capacity and motivation which is another kind of frequently researched individual factor on L2 speaking skills would add to the scholarly literature in the field of second language acquisition research. Therefore, the purposes of this study were to investigate whether working memory capacity and motivation have significant relationships with Japanese EFL learners’ speaking skills and to investigate the degree to which working memory capacity and motivation contribute to their English speaking skills. One-hundred and ten Japanese EFL students aged 18 to 26 years participated in this study. All of them are native Japanese speakers and have learned English as s foreign language for 6 to 15. They completed the Versant English speaking test, which has been widely used to measure non-native speakers’ English speaking skills, two types of working memory tests (the L1-based backward digit span test and the L1-based listening span test), and the language learning motivation survey. The researcher designed the working memory tests and the motivation survey. To investigate the relationship between the variables (English speaking skills, working memory capacity, and language learning motivation), a correlation analysis was conducted, which showed that L2 speaking test scores were significantly related to both working memory capacity and language learning motivation, although the correlation coefficients were weak. Furthermore, a multiple regression analysis was performed, with L2 speaking skills as the dependent variable and working memory capacity and language learning motivation as the independent variables. The results showed that working memory capacity and motivation significantly explained the variance in L2 speaking skills and that the L2 motivation had slightly larger effects on the L2 speaking skills than the working memory capacity. Although this study includes several limitations, the results could contribute to the generalization of the effects of individual differences, such as working memory and motivation on L2 learning, in the literature. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=individual%20differences" title="individual differences">individual differences</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20skills" title=" speaking skills"> speaking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20memory" title=" working memory"> working memory</a> </p> <a href="https://publications.waset.org/abstracts/89988/working-memory-capacity-and-motivation-in-japanese-english-as-a-foreign-language-learners-speaking-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89988.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">164</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7953</span> Impact of an Instructional Design Model in a Mathematics Game for Enhancing Students’ Motivation in Developing Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shafaq%20Rubab">Shafaq Rubab</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the biggest reasons of dropouts from schools is lack of motivation and interest among the students, particularly in mathematics. Many developing countries are facing this problem and this issue is lowering the literacy rate in these developing countries. The best solution for increasing motivation level and interest among the students is using tablet game-based learning. However, a pedagogically sound game required a well-planned instructional design model to enhance learner’s attention and confidence otherwise effectiveness of the learning games suffers badly. This research aims to evaluate the impact of the pedagogically sound instructional design model on students’ motivation by using tablet game-based learning. This research was conducted among the out-of-school-students having an age range from 7 to 12 years and the sample size of two hundred students was purposively selected without any gender discrimination. Qualitative research was conducted by using a survey tool named Instructional Material Motivational Survey (IMMS) adapted from Keller Arcs model. A comparison of results from both groups’ i.e. experimental group and control group revealed that motivation level of the students taught by the game was higher than the students instructed by using conventional methodologies. Experimental group’s students were more attentive, confident and satisfied as compared to the control group’s students. This research work not only promoted the trend of digital game-based learning in developing countries but also supported that a pedagogically sound instructional design model utilized in an educational game can increase the motivation level of the students and can make the learning process a totally immersive and interactive fun loving activity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20game-based%20learning" title="digital game-based learning">digital game-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%E2%80%99s%20motivation" title=" student’s motivation"> student’s motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20design%20model" title=" instructional design model"> instructional design model</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20process" title=" learning process"> learning process</a> </p> <a href="https://publications.waset.org/abstracts/84689/impact-of-an-instructional-design-model-in-a-mathematics-game-for-enhancing-students-motivation-in-developing-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84689.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">432</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7952</span> Effects of Gamification on Lower Secondary School Students’ Motivation and Engagement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Goh%20Yung%20Hong">Goh Yung Hong</a>, <a href="https://publications.waset.org/abstracts/search?q=Mona%20Masood"> Mona Masood</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the effects of gamification on lower secondary school students’ motivation and engagement in the classroom. Two-group posttest-only experimental design were employed to study the influence of gamification teaching method (GTM) when compared with conventional teaching method (CTM) on 60 lower secondary school students. The Student Engagement Instrument (SEI) and Intrinsic Motivation Inventory (IMI) were used to assess students’ intrinsic motivation and engagement level towards the respective teaching method. Finding indicates that students who completed the GTM lesson were significantly higher in intrinsic motivation to learn than those from the CTM. Although the result were insignificant and only marginal difference in the engagement mean, GTM still show better potential in raising student’s engagement in class when compared with CTM. This finding proves that the GTM is likely to solve the current issue of low motivation to learn and low engagement in class among lower secondary school students in Malaysia. On the other hand, despite being not significant, higher mean indicates that CTM positively contribute to higher peer support for learning and better teacher and student relationship when compared with GTM. As a conclusion, gamification approach is flexible and can be adapted into many learning content to enhance the intrinsic motivation to learn and to some extent, encourage better student engagement in class. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conventional%20teaching%20method" title="conventional teaching method">conventional teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification%20teaching%20method" title=" gamification teaching method"> gamification teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement" title=" engagement"> engagement</a> </p> <a href="https://publications.waset.org/abstracts/18234/effects-of-gamification-on-lower-secondary-school-students-motivation-and-engagement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18234.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">526</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7951</span> The Impact of Teacher's Emotional Intelligence on Students' Motivation to Learn</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marla%20Wendy%20Spergel">Marla Wendy Spergel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this qualitative study is to showcase graduated high school students’ to voice on the impact past teachers had on their motivation to learn, and if this impact has affected their post-high-school lives. Through a focus group strategy, 21 graduated high school alumni participated in three separate focus groups. Participants discussed their former teacher’s emotional intelligence skills, which influenced their motivation to learn or not. A focused review of the literature revealed that teachers are a major factor in a student’s motivation to learn. This research was guided by Bandura’s Social Cognitive Theory of Motivation and constructs related to learning and motivation from Carl Rogers’ Humanistic Views of Personality, and from Brain-Based Learning perspectives with a major focus on the area of Emotional Intelligence. Findings revealed that the majority of participants identified teachers who most motivated them to learn and demonstrated skills associated with emotional intelligence. An important and disturbing finding relates to the saliency of negative experiences. Further work is recommended to expand this line of study in Higher Education, perform a long-term study to better gain insight into long-term benefits attributable to experiencing positive teachers, study the negative impact teachers have on students’ motivation to learn, specifically focusing on student anxiety and acquired helplessness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/91644/the-impact-of-teachers-emotional-intelligence-on-students-motivation-to-learn" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91644.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7950</span> Impact of Financial and Non-Financial Motivation on Motivating Employees</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Al-Yaqdhan%20Al-Rawahi">Al-Yaqdhan Al-Rawahi</a>, <a href="https://publications.waset.org/abstracts/search?q=Kaneez%20Fatima%20Sadriwala"> Kaneez Fatima Sadriwala</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to discover the readiness of Civil Service Employee Pension Fund (CSEPF), a governmental organization, in motivating its staff. Exploratory survey has been conducted in order to extract needed information. For this purpose we proposed a questionnaire to understand staff viewpoint of motivation. Data was analyzed by using SPSS 15.0 for Windowsand Excel. Major results prove that good working conditions is the most important factor of staff and sympathetic help with personal problem is the least important one. Also the relationship between financial motivation and employee motivation is very weak, whereas with non-financial motivation and employee motivation is moderate. Future research may focus on studying all departments of CSEPF. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=financial%20motivation" title="financial motivation">financial motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=non-financial%20motivation" title=" non-financial motivation"> non-financial motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=employee%20motivation" title=" employee motivation"> employee motivation</a> </p> <a href="https://publications.waset.org/abstracts/14186/impact-of-financial-and-non-financial-motivation-on-motivating-employees" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14186.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">386</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7949</span> Learning Environment and Motivation of Cavite National High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Madelaine%20F.%20Gatchalian">Madelaine F. Gatchalian</a>, <a href="https://publications.waset.org/abstracts/search?q=Mary%20Jane%20D.%20Tepora"> Mary Jane D. Tepora</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was designed to determine the relationship between learning environment and motivation of CNHS, SY 2012-2013. There were 376 respondents taken randomly. Frequency distribution, percentage, mean, standard deviation, Mann Whitney Test, Kruskall Wallis One-way ANOVA and Spearman Rank Correlational Coefficient were used in analyzing the data. As to age, most of the respondents were 13 years old while female students outnumbered the male students. Majority of parents’ educational attainment of CNHS students were high school/vocational graduates. Most fathers worked in the private sector, while majority of the mothers were unemployed whose family income range from Php 5,000.00 to Php 14,999.00. Most of the respondents were first child composed of five family members. Findings showed no significant differences in perceived learning environment when respondents were grouped in terms of age, sex, parents’ educational attainment, parents’ occupation, sibling order and number of family members. Only monthly family income showed significant differences in perceived learning environment. There are no significant differences in perceived learning motivation when respondents were grouped in terms of age, sex, parents’ educational attainment (father), parents’ occupation (father), sibling order, and number of family members. Parents’ educational attainment (mother), parents’ occupation (mother) and monthly family income showed significant differences in perceived learning motivation. There is significant relationship between the six subscales of perceived learning environment, namely: student cohesiveness, teacher support, involvement, task orientation, cooperation and equity and perceived learning motivation of CNHS students, SY, 2012-2013. The results of this study indicated that learning environment including student cohesiveness, teachers support, involvement, task orientation, cooperation and equity is significantly related to students’ learning motivation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20environment" title="learning environment">learning environment</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=demographic%20profile" title=" demographic profile"> demographic profile</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20students" title=" secondary students"> secondary students</a> </p> <a href="https://publications.waset.org/abstracts/37986/learning-environment-and-motivation-of-cavite-national-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37986.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">376</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7948</span> Rural School English Teacher Motivational Practice on Facilitating Student Motivation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hsiao-Wen%20Hsu">Hsiao-Wen Hsu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is generally believed that the teacher’s use of motivational strategies can enhance student motivation, especially in a place like Taiwan where teacher usually dominates student EFL learning. However, only little empirical studies support this claim. This study examined the connection between teachers’ use of motivational teaching practice and observed student motivated behavior in rural junior high schools in Taiwan. The use of motivational strategies by 12 teachers in five recognized rural junior high schools was investigated observed using a classroom observation instrument, the Motivation Orientation of Language Teaching. Meanwhile, post-lesson teacher evaluations accomplished by both the researcher and the teacher were functioning as part of the measure of teacher motivational practice. The data collected through observation scheme follows the real-time coding principle to examine observable teacher motivational practice and learner motivated behaviors. The results support the previous research findings that teachers’ use of motivational strategies is associated with the student motivated behaviors as well as the students’ level of motivation regarding English learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20learning" title="English learning">English learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivational%20strategies" title=" motivational strategies"> motivational strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20motivation" title=" student motivation"> student motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20motivational%20practices" title=" teacher motivational practices"> teacher motivational practices</a> </p> <a href="https://publications.waset.org/abstracts/66373/rural-school-english-teacher-motivational-practice-on-facilitating-student-motivation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66373.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">407</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7947</span> The Motivational Factors of Learning Languages for Specific Purposes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Janos%20Farkas">Janos Farkas</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Czeller"> Maria Czeller</a>, <a href="https://publications.waset.org/abstracts/search?q=Ildiko%20Tar"> Ildiko Tar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A remarkable feature of today’s language teaching is the learners’ language learning motivation. It is always considered as a very important factor and has been widely discussed and investigated. This paper aims to present a research study conducted in higher education institutions among students majoring in business and administration in Hungary. The aim of the research was to investigate the motivational factors of students learning languages for business purposes and set up a multivariate statistical model of language learning motivation, and examine the model's main components by different social background variables. The research question sought to answer the question of whether the motivation of students of business learning LSP could be characterized through some main components. The principal components of LSP have been created, and the correlations with social background variables have been explored. The main principal components of learning a language for business purposes were "professional future", "abroad", "performance", and "external". In the online voluntary questionnaire, 28 questions were asked about students’ motivational attitudes. 449 students have filled in the questionnaire. Descriptive statistical calculations were performed, then the difference between the highest and lowest mean was analyzed by one-sample t-test. The assessment of LSP learning was examined by one-way analysis of variance and Tukey post-hoc test among students of parents with different qualifications. The correlations between student motivation statements and various social background variables and other variables related to LSP learning motivation (gender, place of residence, mother’s education, father’s education, family financial situation, etc.) have also been examined. The attitudes related to motivation were seperated by principal component analysis, and then the different language learning motivation between socio-economic variables and other variables using principal component values were examined using an independent two-sample t-test. The descriptive statistical analysis of language learning motivation revealed that students learn LSP because this knowledge will come in handy in the future. It can be concluded that students consider learning the language for business purposes to be essential and see its future benefits. Therefore, LSP teaching has an important role and place in higher education. The results verify the second linguistic motivational self-system where the ideal linguistic self embraces the ideas and desires that the foreign language learner wants to achieve in the future. One such desire is to recognize that students will need technical language skills in the future, and it is a powerful motivation for them to learn a language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20motivation" title=" language learning motivation"> language learning motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=LSP" title=" LSP"> LSP</a>, <a href="https://publications.waset.org/abstracts/search?q=statistical%20analysis" title=" statistical analysis"> statistical analysis</a> </p> <a href="https://publications.waset.org/abstracts/153270/the-motivational-factors-of-learning-languages-for-specific-purposes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153270.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">94</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7946</span> The Use of Active Methodologies as a Means to Promote Autonomy and Motivation in English as a Foreign Language High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Danielle%20%20Guerra">Danielle Guerra</a>, <a href="https://publications.waset.org/abstracts/search?q=Marden%20Silva"> Marden Silva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of active methodologies in the teaching of English has been widely encouraged recently, due to its potential to create propitious conditions for the learners to develop autonomy and studying skills that tend to keep them motivated throughout the learning process. The constant use of technology by the students makes it possible to implement strategies such as blended learning, which blends regular classes with online instruction and practice. (Horn and Staker, 2015) For that reason, the aim of this study was to implement the blended approach in a High School second-grade English class in Brazil, in order to analyze the impacts of this methodology on the students' autonomy. The teacher's role was that of a mediator, being responsible for selecting the best resources for students to study with, and also for helping them with questions when necessary. The results show that taking learner characteristics and learning experiences into account and allowing the students to follow their learning paths at their own pace was crucial to promoting engagement that led to the desired outcomes. In conclusion, the research shows that blended learning is a helpful strategy to foster autonomy and promote motivation in EFL students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20methodologies" title="active methodologies">active methodologies</a>, <a href="https://publications.waset.org/abstracts/search?q=autonomy" title=" autonomy"> autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title=" blended learning"> blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/abstracts/139589/the-use-of-active-methodologies-as-a-means-to-promote-autonomy-and-motivation-in-english-as-a-foreign-language-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139589.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">210</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7945</span> The Impact of Virtual Learning Strategy on Youth Learning Motivation in Malaysian Higher Learning Instituitions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hafizah%20Harun">Hafizah Harun</a>, <a href="https://publications.waset.org/abstracts/search?q=Habibah%20Harun"> Habibah Harun</a>, <a href="https://publications.waset.org/abstracts/search?q=Azlina%20Kamaruddin"> Azlina Kamaruddin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Virtual reality has become a powerful and promising tool in education because of their unique technological characteristics that differentiate them from the other ICT applications. Despite the numerous interpretations of its definition, virtual reality can be concisely and precisely described as the integration of computer graphics and various input and display technologies to create the illusion of immersion in a computer generated reality. Generally, there are two major types based on the level of interaction and immersive environment that are immersive and non-immersive virtual reality. In the study of the role of virtual reality in built environment education, Horne and Thompson were reported as saying that the benefits of using visualization technologies were seen as having the potential to improve and extend the learning process, increase student motivation and awareness, and add to the diversity of teaching methods. Youngblut reported that students enjoy working with virtual worlds and this experience can be highly motivating. The impact of virtual reality on youth learning in Malaysia is currently not well explored because the technology is still not widely used here. Only a handful of the universities, such as University Malaya, MMU, and Unimas are applying virtual reality strategy in some of their undergraduate programs. From the literature, it has been identified that there are several virtual reality learning strategies currently available. Therefore, this study aims to investigate the impact of Virtual Reality strategy on Youth Learning Motivation in Malaysian higher learning institutions. We will explore the relationship between virtual reality (gaming, laboratory, simulation) and youth leaning motivation. Another aspect that we will explore is the framework for virtual reality implementation at higher learning institution in Malaysia. This study will be carried out quantitatively by distributing questionnaires to respondents from sample universities. Data analysis are descriptive and multiple regression. Researcher will carry out a pilot test prior to distributing the questionnaires to 300 undergraduate students who are undergoing their courses in virtual reality environment. The respondents come from two universities, MMU CyberJaya and University Malaya. The expected outcomes from this study are the identification of which virtual reality strategy has most impact on students’ motivation in learning and a proposed framework of virtual reality implementation at higher learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title="virtual reality">virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20strategy" title=" learning strategy"> learning strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=youth%20learning" title=" youth learning"> youth learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/abstracts/8627/the-impact-of-virtual-learning-strategy-on-youth-learning-motivation-in-malaysian-higher-learning-instituitions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8627.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">389</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7944</span> Using Problem-Based Learning on Teaching Early Intervention for College Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chen-Ya%20Juan">Chen-Ya Juan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, the increasing number of children with special needs has brought a lot of attention by many scholars and experts in education, which enforced the preschool teachers face the harsh challenge in the classroom. To protect the right of equal education for all children, enhance the quality of children learning, and take care of the needs of children with special needs, the special education paraprofessional becomes one of the future employment trends for students of the department of the early childhood care and education. Problem-based learning is a problem-oriented instruction, which is different from traditional instruction. The instructor first designed an ambiguous problem direction, following the basic knowledge of early intervention, students had to find clues to solve the problem defined by themselves. In the class, the total instruction included 20 hours, two hours per week. The primary purpose of this paper is to investigate the relationship of student academic scores, self-awareness, learning motivation, learning attitudes, and early intervention knowledge. A total of 105 college students participated in this study and 97 questionnaires were effective. The effective response rate was 90%. The student participants included 95 females and two males. The average age of the participants was 19 years old. The questionnaires included 125 questions divided into four major dimensions: (1) Self-awareness, (2) learning motivation, (3) learning attitudes, and (4) early intervention knowledge. The results indicated (1) the scores of self-awareness were 58%; the scores of the learning motivations was 64.9%; the scores of the learning attitudes was 55.3%. (2) After the instruction, the early intervention knowledge has been increased to 64.2% from 38.4%. (3) Student’s academic performance has positive relationship with self-awareness (p < 0.05; R = 0.506), learning motivation (p < 0.05; R = 0.487), learning attitudes (p < 0.05; R = 0.527). The results implied that although students had gained early intervention knowledge by using PBL instruction, students had medium scores on self-awareness and learning attitudes, medium high in learning motivations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20students" title="college students">college students</a>, <a href="https://publications.waset.org/abstracts/search?q=children%20with%20special%20needs" title=" children with special needs"> children with special needs</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-based%20learning" title=" problem-based learning"> problem-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20motivation" title=" learning motivation"> learning motivation</a> </p> <a href="https://publications.waset.org/abstracts/88061/using-problem-based-learning-on-teaching-early-intervention-for-college-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88061.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7943</span> Exploring Utility and Intrinsic Value among UAE Arabic Teachers in Integrating M-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dina%20Tareq%20Ismail">Dina Tareq Ismail</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexandria%20A.%20Proff"> Alexandria A. Proff</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The United Arab Emirates (UAE) is a nation seeking to advance in all fields, particularly education. One area of focus for UAE 2021 agenda is to restructure UAE schools and universities by equipping them with highly developed technology. The agenda also advises educational institutions to prepare students with applicable and transferrable Information and Communication Technology (ICT) skills. Despite the emphasis on ICT and computer literacy skills, there exists limited empirical data on the use of M-Learning in the literature. This qualitative study explores the motivation of higher primary Arabic teachers in private schools toward implementing and integrating M-Learning apps in their classrooms. This research employs a phenomenological approach through the use of semistructured interviews with nine purposefully selected Arabic teachers. The data were analyzed using a content analysis via multiple stages of coding: open, axial, and thematic. Findings reveal three primary themes: (1) Arabic teachers with high levels of procedural knowledge in ICT are more motivated to implement M-Learning; (2) Arabic teachers' perceptions of self-efficacy influence their motivation toward implementation of M-Learning; (3) Arabic teachers implement M-Learning when they possess high utility and/or intrinsic value in these applications. These findings indicate a strong need for further training, equipping, and creating buy-in among Arabic teachers to enhance their ICT skills in implementing M-Learning. Further, given the limited availability of M-Learning apps designed for use in the Arabic language on the market, it is imperative that developers consider designing M-Learning tools that Arabic teachers, and Arabic-speaking students, can use and access more readily. This study contributes to closing the knowledge gap on teacher-motivation for implementing M-Learning in their classrooms in the UAE. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICT%20skills" title="ICT skills">ICT skills</a>, <a href="https://publications.waset.org/abstracts/search?q=m-learning" title=" m-learning"> m-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-motivation" title=" teacher-motivation"> teacher-motivation</a> </p> <a href="https://publications.waset.org/abstracts/132145/exploring-utility-and-intrinsic-value-among-uae-arabic-teachers-in-integrating-m-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132145.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">106</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7942</span> A Case Study to Observe How Students’ Perception of the Possibility of Success Impacts Their Performance in Summative Exams</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rochelle%20Elva">Rochelle Elva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Faculty in Higher Education today are faced with the challenge of convincing their students of the importance of learning and mastery of skills. This is because most students often have a single motivation -to get high grades. If it appears that this goal will not be met, they lose their motivation, and their academic efforts wane. This is true even for students in the competitive fields of STEM, including Computer Science majors. As educators, we have to understand our students and leverage what motivates them to achieve our learning outcomes. This paper presents a case study that utilizes cognitive psychology’s Expectancy Value Theory and Motivation Theory to investigate the effect of sustained expectancy for success on students’ learning outcomes. In our case study, we explore how students’ motivation and persistence in their academic efforts are impacted by providing them with an unexpected possible path to success that continues to the end of the semester. The approach was tested in an undergraduate computer science course with n = 56. The results of the study indicate that when presented with the real possibility of success, despite existing low grades, both low and high-scoring students persisted in their efforts to improve their performance. Their final grades were, on average, one place higher on the +/-letter grade scale, with some students scoring as high as three places above their predicted grade. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=expectancy%20for%20success%20and%20persistence" title="expectancy for success and persistence">expectancy for success and persistence</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation%20and%20performance" title=" motivation and performance"> motivation and performance</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20science%20education" title=" computer science education"> computer science education</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation%20and%20performance%20in%20computer%20science" title=" motivation and performance in computer science"> motivation and performance in computer science</a> </p> <a href="https://publications.waset.org/abstracts/162472/a-case-study-to-observe-how-students-perception-of-the-possibility-of-success-impacts-their-performance-in-summative-exams" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162472.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">80</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7941</span> Designing a Motivated Tangible Multimedia System for Preschoolers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kien%20Tsong%20Chau">Kien Tsong Chau</a>, <a href="https://publications.waset.org/abstracts/search?q=Zarina%20Samsudin"> Zarina Samsudin</a>, <a href="https://publications.waset.org/abstracts/search?q=Wan%20Ahmad%20Jaafar%20Wan%20Yahaya"> Wan Ahmad Jaafar Wan Yahaya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper examined the capability of a prototype of a tangible multimedia system that was augmented with tangible objects in motivating young preschoolers in learning. Preschoolers’ learning behaviour is highly captivated and motivated by external physical stimuli. Hence, conventional multimedia which solely dependent on digital visual and auditory formats for knowledge delivery could potentially place them in inappropriate state of circumstances that are frustrating, boring, or worse, impede overall learning motivations. This paper begins by discussion with the objectives of the research, followed by research questions, hypotheses, ARCS model of motivation adopted in the process of macro-design, and the research instrumentation, Persuasive Multimedia Motivational Scale was deployed for measuring the level of motivation of subjects towards the experimental tangible multimedia. At the close, a succinct description of the findings of a relevant research is provided. In the research, a total of 248 preschoolers recruited from seven Malaysian kindergartens were examined. Analyses revealed that the tangible multimedia system improved preschoolers’ learning motivation significantly more than conventional multimedia. Overall, the findings led to the conclusion that the tangible multimedia system is a motivation conducive multimedia for preschoolers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=tangible%20multimedia" title="tangible multimedia">tangible multimedia</a>, <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title=" preschoolers"> preschoolers</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia" title=" multimedia"> multimedia</a>, <a href="https://publications.waset.org/abstracts/search?q=tangible%20objects" title=" tangible objects"> tangible objects</a> </p> <a href="https://publications.waset.org/abstracts/65801/designing-a-motivated-tangible-multimedia-system-for-preschoolers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65801.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">609</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7940</span> Student-Created Videos to Foster Active Learning in Heat Transfer Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=W.Appamana">W.Appamana</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Jantasee"> S. Jantasee</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Siwarasak"> P. Siwarasak</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Mueansichai"> T. Mueansichai</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Kaewbuddee"> C. Kaewbuddee </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Heat transfer is important in chemical engineering field. We have to know how to predict rates of heat transfer in a variety of process situations. Therefore, heat transfer learning is one of the greatest challenges for undergraduate students in chemical engineering. To enhance student learning in classroom, active-learning method was proposed in a single classroom, using problems based on videos and creating video, think-pair-share and jigsaw technique. The result shows that active learning method can prevent copying of the solutions manual for students and improve average examination scores about 5% when comparing with students in traditional section. Overall, this project represents an effective type of class that motivates student-centric learning while enhancing self-motivation, creative thinking and critical analysis among students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student-created%20video" title=" student-created video"> student-created video</a>, <a href="https://publications.waset.org/abstracts/search?q=self-motivation" title=" self-motivation"> self-motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20thinking" title=" creative thinking"> creative thinking</a> </p> <a href="https://publications.waset.org/abstracts/78158/student-created-videos-to-foster-active-learning-in-heat-transfer-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78158.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">235</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7939</span> Establishing Student Support Strategies for Virtual Learning in Learning Management System Based on Grounded Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farhad%20Shafiepour%20Motlagh">Farhad Shafiepour Motlagh</a>, <a href="https://publications.waset.org/abstracts/search?q=Narges%20Salehi"> Narges Salehi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: The purpose of this study was to support student strategies for virtual learning in the learning management system. Methodology: The research method was based on grounded theory. The statistical population included all the articles of the ten years 2022-2010, and the sampling method was purposeful to the extent of theoretical saturation (n=31 ). Data collection was done by referring to the authoritative scientific databases of Emerald, Springer, Elsevier, Google Scholar, Sage Publication, and Science Direct. For data analysis, open coding, axial coding, and selective coding were used. Results: The results showed that causal conditions include cognitive empowerment (comprehension, analysis, composition), emotional empowerment (learning motivation, involvement in the learning system, enthusiasm for learning), psychomotor empowerment (learning to master, internalizing learning skills, creativity in learning). Conclusion: Supporting students requires their empowerment in three dimensions: cognitive, emotional empowerment, and psychomotor empowerment. In such a way that by introducing them to enter the learning management system, the capacities of the system, the toolkit of learning in the system, improve the motivation to learn in them, and in such a case, by learning more in the learning management system, they will reach mastery learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20support" title="student support">student support</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20education" title=" virtual education"> virtual education</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20management%20system" title=" learning management system"> learning management system</a>, <a href="https://publications.waset.org/abstracts/search?q=electronic" title=" electronic"> electronic</a> </p> <a href="https://publications.waset.org/abstracts/140754/establishing-student-support-strategies-for-virtual-learning-in-learning-management-system-based-on-grounded-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140754.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">307</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7938</span> Effect of Facilitation in a Problem-Based Environment on the Metacognition, Motivation and Self-Directed Learning in Nursing: A Quasi-Experimental Study among Nurse Students in Tanzania</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Walter%20M.%20Millanzi">Walter M. Millanzi</a>, <a href="https://publications.waset.org/abstracts/search?q=Stephen%20M.%20Kibusi"> Stephen M. Kibusi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Currently, there has been a progressive shortage not only to the number but also the quality of medical practitioners for the most of nursing. Despite that, those who are present exhibit unethical and illegal practices, under standard care and malpractices. The concern is raised in the ways they are prepared, or there might be something missing in nursing curricula or how it is delivered. There is a need for transforming or testing new teaching modalities to enhance competent health workforces. Objective: to investigate the Effect of Facilitation in a Problem-based Environment (FPBE) on metacognition, self-directed learning and learning motivation to undergraduate nurse student in Tanzanian higher learning institutions. Methods: quasi-experimental study (quantitative research approach). A purposive sampling technique was employed to select institutions and achieving a sample size of 401 participants (interventional = 134 and control = 267). Self-administered semi-structured questionnaire; was the main data collection methods and the Statistical Package for Service Solution (v. 20) software program was used for data entry, data analysis, and presentations. Results: The pre-post test results between groups indicated noticeably significant change on metacognition in an intervention (M = 1.52, SD = 0.501) against the control (M = 1.40, SD = 0.490), t (399) = 2.398, p < 0.05). SDL in an intervention (M = 1.52, SD = 0.501) against the control (M = 1.40, SD = 0.490), t (399) = 2.398, p < 0.05. Motivation to learn in an intervention (M = 62.67, SD = 14.14) and the control (n = 267, M = 57.75), t (399) = 2.907, p < 0.01). A FPBE teaching pedagogy, was observed to be effective on the metacognition (AOR = 1.603, p < 0.05), SDL (OR = 1.729, p < 0.05) and Intrinsic motivation in learning (AOR = 1.720, p < 0.05) against conventional teaching pedagogy. Needless, was less likely to enhance Extrinsic motivation (AOR = 0.676, p > 0.05) and Amotivation (AOR = 0.538, p > 0.05). Conclusion and recommendation: FPBE teaching pedagogy, can improve student’s metacognition, self-directed learning and intrinsic motivation to learn among nurse students. Nursing curricula developers should incorporate it to produce 21st century competent and qualified nurses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=facilitation" title="facilitation">facilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognition" title=" metacognition"> metacognition</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=self-directed" title=" self-directed"> self-directed</a> </p> <a href="https://publications.waset.org/abstracts/85616/effect-of-facilitation-in-a-problem-based-environment-on-the-metacognition-motivation-and-self-directed-learning-in-nursing-a-quasi-experimental-study-among-nurse-students-in-tanzania" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85616.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">188</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7937</span> Relationships between Motivation Factors and English Language Proficiency of the Faculty of Management Sciences Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kawinphat%20Lertpongmanee">Kawinphat Lertpongmanee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this study were (1) investigate the English language learning motivation and the attainment of their English proficiency, (2) to find out how motivation and motivational variables of the high and low proficiency subjects are related to their English proficiency. The respondents were 80 fourth-year from Faculty of Management Sciences students in Rajabhat Suansunadha University. The instruments used for data collection were questionnaires. The statistically analyzed by using the SPSS program for frequency, percentage, arithmetic mean, standard deviation (SD), t-test, one-way analysis of variance (ANOVA), and Pearson correlation coefficient. The findings of this study are summarized as there was a significant difference in overall motivation between high and low proficiency groups of subjects at .05 (p < .05), but not in overall motivational variables. Additionally, the high proficiency group had a significantly higher level of intrinsic motivation than did the low proficiency group at .05 (p < .05). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language%20proficiency" title="English language proficiency">English language proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty%20of%20management%20sciences" title=" faculty of management sciences"> faculty of management sciences</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation%20factors" title=" motivation factors"> motivation factors</a>, <a href="https://publications.waset.org/abstracts/search?q=proficiency%20subjects" title=" proficiency subjects"> proficiency subjects</a> </p> <a href="https://publications.waset.org/abstracts/43950/relationships-between-motivation-factors-and-english-language-proficiency-of-the-faculty-of-management-sciences-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43950.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">261</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7936</span> An Augmented-Reality Interactive Card Game for Teaching Elementary School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=YuLung%20Wu">YuLung Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=YuTien%20Wu"> YuTien Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=ShuMey%20Yu"> ShuMey Yu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Game-based learning can enhance the learning motivation of students and provide a means for them to learn through playing games. This study used augmented reality technology to develop an interactive card game as a game-based teaching aid for delivering elementary school science course content with the aim of enhancing student learning processes and outcomes. Through playing the proposed card game, students can familiarize themselves with appearance, features, and foraging behaviors of insects. The system records the actions of students, enabling teachers to determine their students’ learning progress. In this study, 37 students participated in an assessment experiment and provided feedback through questionnaires. Their responses indicated that they were significantly more motivated to learn after playing the game, and their feedback was mostly positive. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=game-based%20learning" title="game-based learning">game-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20motivation" title=" learning motivation"> learning motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20aid" title=" teaching aid"> teaching aid</a>, <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality" title=" augmented reality"> augmented reality</a> </p> <a href="https://publications.waset.org/abstracts/37541/an-augmented-reality-interactive-card-game-for-teaching-elementary-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37541.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">375</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7935</span> Language Learning Strategies to Improve English Speaking Skills among High School Students: A Case Study at Vo Minh Duc High School in Binh Duong Province, Viet Nam</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Du%20T.%20Tran">Du T. Tran</a>, <a href="https://publications.waset.org/abstracts/search?q=Quyen%20T.%20L.%20Hoang"> Quyen T. L. Hoang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of language learning strategies in second language acquisition has received increased attention across several disciplines in recent years. Language learning strategies have been shown to occur in many studies over the passing years with the aim of improving the efficiency of language learning. Following previous studies, this study endeavors to scrutinize language learning strategies employed by the students at Vo Minh Duc high school and the effect of motivation on students’ learning strategy choices. The responses are examined quantitatively and qualitatively to enhance their validity and reliability. Data are collected from 342 students’ responses to the questionnaire, interviews with ten teachers and fifteen students, and classroom observations. The findings reveal that students’ motivation has an enormous impact on the choice of language learning strategies. The results simultaneously show that students use many language learning strategies to enhance their communicative competence, but the most frequently used ones are cognitive and affective ones. Significant correlations among types of learning strategies and the influence of motivation on the choices of language learning strategies were consistent with previous studies. The study’s results are expected to be beneficial to teachers of English and students in terms of narrowing the gap between the students' language learning strategies and their teaching methodologies preferences and sketching out the best strategies to enhance students’ speaking skills. The implications of these findings and the importance of viewing learners holistically are discussed, and recommendations are made for ongoing research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20strategies" title="learning strategies">learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20skills" title=" speaking skills"> speaking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=memorization%20strategies" title=" memorization strategies"> memorization strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20strategies" title=" cognitive strategies"> cognitive strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=affective%20strategies" title=" affective strategies"> affective strategies</a> </p> <a href="https://publications.waset.org/abstracts/161039/language-learning-strategies-to-improve-english-speaking-skills-among-high-school-students-a-case-study-at-vo-minh-duc-high-school-in-binh-duong-province-viet-nam" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161039.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">104</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7934</span> The Influence of Educational Board Games on Chinese Learning Motivation and Flow Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ju%20May%20Wen">Ju May Wen</a>, <a href="https://publications.waset.org/abstracts/search?q=Chun%20Hung%20Lin"> Chun Hung Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Eric%20Zhi%20Feng%20Liu"> Eric Zhi Feng Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Flow theory implies that people are persuaded by happiness. By focusing on an activity, people turn a blind eye to external factors. This study explores the influence of educational board games and fundamental Chinese language teaching on students’ learning motivation and flow experience. Fifty-three students studying Chinese language fundamental courses were used in the study. These students were divided into three groups: (1) flash card teaching group; (2) educational original board game teaching group; and (3) educational Chinese board game teaching group. Chinese language teaching was integrated with the educational board game titled ‘Transportation GO.’ The students were observed playing this game as the teacher collected quantitative and qualitative data. Quantitative data was collected from the learning motivation scale and flow experience scale. Qualitative data was collected through observing, recording, and visiting. The first result found that the three groups integrated with Chinese language teaching could maintain students’ high learning motivation and high flow experience. Second, there was no significant difference between the flow experience of the flash card group and the educational original board game group. Third, there was a significant difference in the flow experience and learning motivation of the educational Chinese board game group vs. the other groups. This study suggests that the experimental model can be applied to advanced Chinese language teaching. Apart from oral and literacy skills, the study of educational board games integrated with Chinese language teaching to enforce student writing skills will be continued. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20language%20instruction" title="Chinese language instruction">Chinese language instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20board%20game" title=" educational board game"> educational board game</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20motivation" title=" learning motivation"> learning motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=flow%20experience" title=" flow experience"> flow experience</a> </p> <a href="https://publications.waset.org/abstracts/96959/the-influence-of-educational-board-games-on-chinese-learning-motivation-and-flow-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96959.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">178</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7933</span> Physics Motivation and Research: Understanding the 21st Century Learners of Today</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Von%20Anthony%20G.%20Torio">Von Anthony G. Torio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivation and research are significant determinants of a student’s success in the school and in future careers. This study aimed to give a picture of the physics motivation of students in a tertiary level institution, as well as their research area and working preference, to create a picture of the nature of the representative youths of today. It was found that male students have higher motivation than female students in all components of motivation with intrinsic motivation leading the six components of motivation. In addition, male students (M = 4.27; SD = 0.74) were found to have significantly higher motivation as compared to female students (M = 3.77; SD = 0.89) with a computed t(64) value of 2.41 with p < 0.05 and Cohen’s d of 0.61. The students’ preference to work in groups of three rather than working individually suggests that students of the batch have small working groups that they depend on rather than working alone. The majority of the students also preferred conducting studies on the social sciences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation" title="motivation">motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a>, <a href="https://publications.waset.org/abstracts/search?q=research" title=" research"> research</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20motivation" title=" physics motivation"> physics motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=physics%20education" title=" physics education"> physics education</a>, <a href="https://publications.waset.org/abstracts/search?q=Philippines" title=" Philippines"> Philippines</a> </p> <a href="https://publications.waset.org/abstracts/32365/physics-motivation-and-research-understanding-the-21st-century-learners-of-today" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32365.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">457</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7932</span> Evaluating the Role of Multisensory Elements in Foreign Language Acquisition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sari%20Myr%C3%A9en">Sari Myréen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to evaluate the role of multisensory elements in enhancing and facilitating foreign language acquisition among adult students in a language classroom. The use of multisensory elements enables the creation of a student-centered classroom, where the focus is on individual learner’s language learning process, perceptions and motivation. Multisensory language learning is a pedagogical approach where the language learner uses all the senses more effectively than in a traditional in-class environment. Language learning is facilitated due to multisensory stimuli which increase the number of cognitive connections in the learner and take into consideration different types of learners. A living lab called Multisensory Space creates a relaxed and receptive state in the learners through various multisensory stimuli, and thus promotes their natural foreign language acquisition. Qualitative and quantitative data were collected in two questionnaire inquiries among the Finnish students of a higher education institute at the end of their basic French courses in December 2014 and 2016. The inquiries discussed the effects of multisensory elements on the students’ motivation to study French as well as their learning outcomes. The results show that the French classes in the Multisensory Space provide the students with an encouraging and pleasant learning environment, which has a positive impact on their motivation to study the foreign language as well as their language learning outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20acquisition" title="foreign language acquisition">foreign language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20approach" title=" pedagogical approach"> pedagogical approach</a>, <a href="https://publications.waset.org/abstracts/search?q=multisensory%20learning" title=" multisensory learning"> multisensory learning</a>, <a href="https://publications.waset.org/abstracts/search?q=transcultural%20learning" title=" transcultural learning"> transcultural learning</a> </p> <a href="https://publications.waset.org/abstracts/57650/evaluating-the-role-of-multisensory-elements-in-foreign-language-acquisition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57650.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">385</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7931</span> Motivating the Independent Learner at the Arab Open University, Kuwait Branch</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hassan%20Sharafuddin">Hassan Sharafuddin</a>, <a href="https://publications.waset.org/abstracts/search?q=Chekra%20Allani"> Chekra Allani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Academicians at the Arab Open University have always voiced their concern about the efficacy of the blended learning process. Based on 75% independent study and 25% face-to-face tutorial, it poses the challenge of the predisposition to adjustment. Being used to the psychology of traditional educational systems, AOU students cannot be easily weaned from being spoon-fed. Hence they lack the motivation to plunge into self-study. For better involvement of AOU students into the learning practices, it is imperative to diagnose the factors that impede or increase their motivation. This is conducted through an empirical study grounded upon observations and tested hypothesis and aimed at monitoring and optimizing the students’ learning outcome. Recommendations of the research will follow the findings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title="academic performance">academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title=" blended learning"> blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20psychology" title=" educational psychology"> educational psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=independent%20study" title=" independent study"> independent study</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/32569/motivating-the-independent-learner-at-the-arab-open-university-kuwait-branch" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32569.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">434</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7930</span> Sense Environmental Hormones in Elementary School Teachers and Their in Service Learning Motivation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fu-Chi%20Chuang">Fu-Chi Chuang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yu-Liang"> Yu-Liang</a>, <a href="https://publications.waset.org/abstracts/search?q=Chang"> Chang</a>, <a href="https://publications.waset.org/abstracts/search?q=Wen-Der%20Wang"> Wen-Der Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Our environment has been contaminated by many artificial chemicals, such as plastics, pesticides. Many of them have hormone-like activity and are classified as 'environmental hormone (also named endocrine disruptors)'. These chemicals interfere with or mimic hormones have adverse effects that persist into adulthood. Environmental education is an important way to teach students to become engaged in real-world issues that transcend classroom walls. Elementary education is the first stage to perform environmental education and it is an important component to help students develop adequate environmental knowledge, attitudes, and behavior. However, elementary teachers' knowledge plays a critical role in this mission. Therefore, we use a questionnaire to survey the knowledge of environmental hormone of elementary school teachers and their learning motivation of the environmental hormone-regarding knowledge. We collected 218 questionnaires from Taiwanese elementary teachers and the results indicate around 73% of elementary teachers do not have enough knowledge about environmental hormones. Our results also reveal the in-service elementary teachers’ learning motivation of environmental hormones knowledge is positively enhanced once they realized their insufficient cognitive ability of environmental hormones. We believe our study will provide the powerful reference for Ministry of Education to set up the policy of environmental education to enrich all citizens sufficient knowledge of the effects of the environmental hormone on organisms, and further to enhance our correct environmental behaviors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=elementary%20teacher" title="elementary teacher">elementary teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20hormones" title=" environmental hormones"> environmental hormones</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20motivation" title=" learning motivation"> learning motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=questionnaire" title=" questionnaire"> questionnaire</a> </p> <a href="https://publications.waset.org/abstracts/104093/sense-environmental-hormones-in-elementary-school-teachers-and-their-in-service-learning-motivation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104093.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">313</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=learning%20motivation&page=1" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=learning%20motivation&page=1">1</a></li> <li class="page-item active"><span class="page-link">2</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=learning%20motivation&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=learning%20motivation&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=learning%20motivation&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=learning%20motivation&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=learning%20motivation&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=learning%20motivation&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=learning%20motivation&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=learning%20motivation&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=learning%20motivation&page=266">266</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=learning%20motivation&page=267">267</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=learning%20motivation&page=3" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>