Research Article
Luis Miguel Olórtegui-Alcalde, Franklin Cordova-Buiza
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep663
ABSTRACT
This study examines how engagement with information and communication technologies (ICT) relates to university students’ academic performance, considering intrinsic motivation as a mediator and platform usability as an enabling condition. A quantitative, cross-sectional, correlational, and descriptive design was implemented with 385 students from a university in Lima (Peru), selected through non-probability convenience sampling. Data were collected using a structured 5-point Likert questionnaire measuring platform usability, ICT engagement, intrinsic and extrinsic motivation. Academic performance was operationalized as self-reported semester GPA using the national 0-20 grading scale. The model was tested using PLS-SEM (SmartPLS 4) with a bootstrapping procedure of 5,000 subsamples. Results indicated a strong association between platform usability and ICT engagement (β = 0.78). ICT engagement showed positive effects on intrinsic motivation (β = 0.64) and extrinsic motivation (β = 0.42). Intrinsic motivation was positively related to academic performance (β = 0.55) and mediated the relationship between ICT engagement and performance (indirect effect = 0.35). Platform usability also exerted an indirect effect on performance through engagement and intrinsic motivation (0.43). Overall, the findings suggest that ICT engagement translates into better academic outcomes primarily when digital platforms are usable and instructional strategies foster intrinsic motivation and autonomous learning.
Keywords: ICT, student engagement, intrinsic motivation, academic performance, PLS-SEM
Research Article
Soonri Choi, Hongjoo Ju, Jeein Kim, Jihoon Song
CONT ED TECHNOLOGY, Volume 16, Issue 2, Article No: ep507
ABSTRACT
Computer-supported collaborative learning is an instructional technique to solve complex tasks. One of the key factors to enhance collaboration is increasing the level of interdependence among the collaborators. This study was conducted to examine if the heterogeneous knowledge held by each member promoted by heterogenous instructional sequencings enhances the level of interdependence during collaboration. A quasi-experiment was conducted with college seniors preparing for their careers in a Shinhan University located in Gyeonggi-do, South Korea. The experiment consisted of two phases: one was, where students gained prior knowledge using homogeneous or heterogeneous complex-task sequencing. The other was, where they collaborated with each other using a computer-supported tool. The results showed the statistically significant difference between the two groups in terms of extraneous collective cognitive load, intrinsic motivation, and learning transfer. The collaborative groups of members, which utilized heterogeneous instructional sequencings during the individual learning phase showed relatively lower extraneous collective cognitive load, and higher intrinsic motivation in three consecutive collaborative sessions except for the first. As well as groups of members had higher learning transfer results. Implications and limitations were further discussed on results.
Keywords: collaborative learning, computer-supported collaborative learning, conservation of resource theory, collective cognitive load theory, complex-task instructional sequencings, intrinsic motivation
Research Article
Isiaka A. Gambari, Bimpe E. Gbodi, Eyitao U. Olakanmi, Eneojo N. Abalaka
CONT ED TECHNOLOGY, Volume 7, Issue 1, pp. 25-46
ABSTRACT
The role of computer-assisted instruction in promoting intrinsic and extrinsic motivation among Nigerian secondary school chemistry students was investigated in this study. The study employed two modes of computer-assisted instruction (computer simulation instruction and computer tutorial instructional packages) and two levels of gender (male and female) using pretest-posttest experimental group design. Ninety (45 males and 45 females) senior secondary one (SS1) students from three secondary schools in Minna, Nigeria, made up the sample. The schools were purposively sampled and randomly assigned to experimental and control groups. The Experimental Group I was taught two selected concepts of chemistry using computer simulation instructional package (CSIP), Experimental Group II was exposed to computer tutorial Instructional package (CTIP) while conventional teaching method (CTM) was used for the Control Group. Validated Chemistry Achievement Test (CAT) and Chemistry Motivation Questionnaire (CMQ) with reliability coefficient of 0.89 and 0.94 respectively were used for data collection. Classroom observations as well as interview schedules were also conducted. Data from CAT and CTM were analyzed using One-way ANOVA and Scheffe’s post-hoc test, while the data from the classroom observations and interview schedules were thematically analyzed. The outcome of this study revealed that students taught with CSIP performed better than those in CTIP and CTM groups. The CSIP and CTIP were found also to be gender friendly. Moreover, students taught with CSIP had higher intrinsic and extrinsic motivation than their counterparts in CTIP and CTM respectively. Based on the findings, it was recommended that chemistry teachers should employ computer simulation for improving their students’ performance and motivation in the subject.
Keywords: Computer-assisted instruction, Tutorial, Simulation, Gender, Intrinsic motivation, Extrinsic motivation