A Human-Centred Approach to Investigate Learners’ Motivation and the Impact of e-Learning
Abstract:
The evolution of the digital age has seen the rapid expansion of technology in the education sector. This, along with the rushed implementation of educational technology (EdTech) due to the impact of the COVID-19 pandemic means there is an ever increasing need to undertake research to understand the outcomes, both positive and negative as well as individuals’ overall motivation to utilise EdTech. Therefore, this study aims to explore the motivation of teachers to utilise EdTech tools as well as their perceptions of the motivations of students to utilise these tools. This study employed a mixed-methods online questionnaire which was completed by 37 primary and secondary school teachers. Quantitative data was analysed using Pearson’s correlation and open-ended qualitative data was analysed using thematic analysis. It was identified that students were perceived to lack motivation due to an inability to relate to taught content and outside influences from their social environment. Within this sample, it was found that EdTech did not provide a distraction for students. Participants also highlighted that students were perceived to be motivated to use EdTech due to enjoyment, independence, ease of use, and the interactivity provided by the platforms. As a result of these findings, prototypes have been developed to increase student motivation and include reward schemes, leaderboards, customisable avatars, and limited-edition badges to collect.
Download Laura's Thesis