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
Jung Sun Sung, Wen-Hao David Huang
CONT ED TECHNOLOGY, Volume 16, Issue 1, Article No: ep489
ABSTRACT
This study identifies women college engineering students’ perception of online Science, technology, engineering, and mathematics (STEM) learning and factors that influence their learning motivation during the COVID-19 period. By conducting interviews with ten women engineering students and applying attention, relevance, confidence, and satisfaction (ARCS) model, this study aims to answer two questions: (1) How did women college engineering students perceive their experience with online STEM learning during the pandemic? (2) What category/categories based on ARCS motivational design model primarily account for women college engineering students’ learning motivation with online STEM learning during the pandemic?
The results show that the online learning format influenced women college engineering students’ perception regarding their academic plans, learning styles, learning environments, peer learning, and learning satisfaction. The most influential categories from ARCS model were ‘confidence’ and ‘attention’. Findings suggest that the online STEM learning format influenced women college engineering students’ learning motivation. The online format led to (1) low expectations for attention category when analyzed using ARCS model, (2) anticipation of more self-control, and (3) a desire for more peer interactions in their online STEM learning.
As students would have new expectations for the role of online learning due to their experience during the pandemic, assessing women students’ emerging motivational needs for STEM online learning is critical in developing a more inclusive instructional system design process in the future.
Keywords: motivation, motivational design, STEM, women engineering, online learning, inclusive design
Research Article
Hsin-Ming Hsieh, Alex Maritz
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep472
ABSTRACT
Flipped instruction has garnered significant interest in higher education for its potential to enhance student motivation and self-regulated learning. This quasi-experimental study examined the impact of flipped teaching on motivation and self-directed learning attributes among 106 entrepreneurship students at universities in Taiwan. Students completed pre- and post-intervention surveys measuring intrinsic motivation, extrinsic motivation, and facets of self-directed learning. Bayesian paired samples t-tests revealed that flipped instruction significantly increased both intrinsic and extrinsic motivation. Self-directed learning attributes including internal processes, behavioral approaches, and environmental preferences also improved following the flipped teaching intervention. Additionally, machine learning models were developed to predict students’ final exam scores based on pre-intervention motivation, self-directed learning, and learning expectations. A linear regression model accounted for 59.1% of variance in exam scores, with pre-learning expectations emerging as the strongest positive predictor. However, pre-intervention intrinsic motivation intriguingly showed a negative relationship with predicted exam performance. Overall, this study provides preliminary evidence that flipped instruction can increase student motivation and self-directed learning capabilities. The predictive modeling also suggests complex interactions between attributes in influencing academic achievement. Further research with larger, more diverse samples is recommended to validate the motivational and self-regulatory benefits of flipped teaching for higher education students.
Keywords: flipped teaching, learning motivation, self-regulated learning, learning expectation
Research Article
Sri Gunawan, Chich-Jen Shieh
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep470
ABSTRACT
This research investigates the effect of multiple intelligences (MIs) teaching strategy with technology-enriched environments on business administration students’ self-efficacy, confidence, and learning outcomes. The study involved 276 participants from a university’s business administration department, undergoing an international business course. A range of technology-based activities incorporating MI strategies was employed, exploring key topics such as globalization, corporate social responsibility, and market segmentation. Hypothesis testing revealed that high expectations and changes in viewpoints positively impacted self-concept, ability, and motivation, contributing to improved learning outcomes. The integration of technology in teaching facilitated these transformations, demonstrating how digital tools like virtual reality, interactive platforms, and online tutorials can enhance learning experiences. However, the effect on learning gain varied when viewpoints changed, indicating a need for further research into the differential impact of technology on learning outcomes. Despite some limitations, the study offers compelling evidence supporting the integration of MIs teaching strategy with technology-enriched environments in business administration education. Future studies should further explore the role of emerging technologies in this context.
Keywords: multiple intelligences teaching strategy, technology-enriched environments, technology education, motivation in learning, technology integration in teaching
Research Article
Milagros Torrado Cespón, José María Díaz Lage
CONT ED TECHNOLOGY, Volume 14, Issue 4, Article No: ep381
ABSTRACT
As a motivational teaching practice, gamification does not always work as expected. This paper supports these findings and adds the factor of online teaching analyzing the results of an experiment carried out in an online higher education context to test the relevance and motivational efficacy of ludic methodologies using learning and knowledge technology. Three groups of students (n=78, n=64, and n=74) participated in gamified experiences in the same subject. These groups were offered different approaches to the experiences, only one of which included a reward. Neither of the gamified experiences was compulsory. The results show how the use of technologies and gamification is not as appealing as it may seem and how other aspects—such as teacher-student relationship and interaction, rewards, and the sense of alienation generated by online teaching—influence student participation. The low rate of participation indicates that teachers must consider not only those students who participate but also those who do not. The main conclusion is that not only the methodology is important, but also the performance and the fact that student-teacher relationship in online education is more demanding, affectively speaking. Thus, those students who were in direct contact with the teacher during the execution of the gamified experience present a higher level of involvement. This is a factor to consider for the motivational needs of online university students where intrinsic and extrinsic motivation and direct interaction play essential roles.
Keywords: gamification, motivation, interaction, higher education, e-learning, alienation
Research Article
Yuval Ben Abu, Renana Kribushi
CONT ED TECHNOLOGY, Volume 14, Issue 3, Article No: ep364
ABSTRACT
During the junior high and high school years, there is a dramatic decrease in motivation for math studies, which has been found to play a major role in learning processes. Many attempts have been made to mitigate this decrease in motivation and to encourage mathematics studies in higher grades. One way that researchers have proposed to stimulate students’ curiosity and their perceived ability in math is to integrate technology into teaching. Such technology includes technological tools, digital educational activities, learning support software. Using tablet in class has significant potential to improve learning but the issue of how to effectively integrate digital technology into teaching and learning practices becomes critical. According to that knowledge we examined the impact of the use of a digital writing board (similar to tablet) by the lecturer during frontal lectures in mathematics on students’ learning motivation in an engineering academic preparatory program, following motivational constructs: self-efficacy, implicit theory of ability, value beliefs, and learning climate. The results showed that the technological tool positively affected two important motivational constructs that influence general motivation for mathematics studies.
Keywords: motivation, teaching using technological tools, digital writing board, teaching mathematics, pre-academic preparatory program
Research Article
Usman Durrani, Omar Hujran, Ahmad Samed Al-Adwan
CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep355
ABSTRACT
The importance of formal online education has been felt like never before because of the ongoing nature of the COVID-19 pandemic. Researchers and academics are continuously experimenting with combinations of established pedagogies, tools, and technologies to enhance or sustain the student learning process and motivation. For this study, we have designed and developed a multi-player game called CrossQuestion to explore the combined effect of applying gamification and flipped classroom pedagogies using the ARCS (Attention, Relevance, Confidence, and Satisfaction) model guidelines and its application in the obligatory IT foundation online course during the pandemic. We delivered this course to 79 undergraduate (mostly) non-IT students in Ajman University, UAE. Students were randomly divided into a non-gamified cohort (35 students gone through lecture-based instructions and paper-based assessments–Spring 2019-20–pre-COVID-19 face to face environment) and a gamified flipped classroom cohort (44 students, played the CrossQuestion game–Spring 2020-21–during COVID-19 online environment). We collected the survey data anonymously through our customized Instructional Materials Motivation Survey (IMMS) tool and then performed descriptive analysis, t-test, and regression analysis to address the research hypothesis. We found a significant relationship between learning motivational factors and learning effectiveness. We also found the positive influence of our game on students’ motivation.
Keywords: flipped classroom, gamification, motivation, ARCS motivation model, instructional materials motivation survey (IMMS), educational game
Research Article
Shu Ling Wong, Su Luan Wong
CONT ED TECHNOLOGY, Volume 13, Issue 4, Article No: ep326
ABSTRACT
This quasi-experimental study sought to investigate the effects of the motivational adaptive instruction on Malaysian students’ motivation towards mathematics in a technology-enhanced learning classroom. Geometer’s Sketchpad is used in the study to foster a technology-enhanced learning environment. The motivationally adaptive instructions were designed following the Attention, Relevance, Confidence, and Satisfaction (ARCS) motivational model. The study adopted a non-equivalent control group design with pre-and posttest with two weeks of treatments. Two intact Form Two classrooms were randomly assigned to an experimental group and a comparison group — each with 20 students. The findings showed that Malaysian students had a slightly above-average level of motivation towards mathematics. The ANCOVA results showed that the intervention did not significantly improve the experimental group’s students’ motivation towards mathematics learning, despite having their motivation mean scores improve from Time 1 to Time 2. The results also showed that motivation and mathematics performance were not strongly correlated for this group of students. The weak relationship between motivation and mathematics performance among Malaysian students may be explained by the culture and value of East Asian towards education, which is discussed in this paper.
Keywords: motivation, mathematics, ARCS motivational model, Malaysia, Geometer’s Sketchpad, dynamic geometrical software
Research Article
Nailya R. Salikhova, Martin F. Lynch, Albina B. Salikhova
CONT ED TECHNOLOGY, Volume 12, Issue 2, Article No: ep280
ABSTRACT
The purpose of this article was to compile a general map of existing research on digital education from the Self-determination theory (SDT) perspective, in order to understand SDT’s contribution to the emerging field of research on digital technologies in education, the methods used to advance this research, the gaps in existing research, and the development of the theory itself in this context. Methods include searching in databases or search engines and chaining from known research papers. Papers were classed as relevant if their primary focus was to explore the Self-determination theory perspective for digital education. Articles published over the past twelve years in leading scientific journals were analyzed and synthesized. Results show that this theory is actively used both in studies on digital education and in the development of training programs. It makes a significant contribution to solving the problem of continuing digital learning and its motivation, to predicting the academic success of students, to increasing teachers’ motivation to use digital resources. The ideas of SDT have become an important reference point in various formats of digital education: MOOC, hybrid virtual classes, mobile applications, etc. The study found that digital education technologies provide many opportunities to satisfy the need for autonomy whereas they pose the greatest challenge to the need for relatedness. Research in the context of digital education provides new perspectives for the development of SDT, clarifying the relationships of basic needs among themselves. The materials presented in the article are useful for planning further research from the point of view of SDT, as well as for use in the development of digital educational resources. The scientific novelty of this study is to collate, highlight and generalize the directions of application of Self-determination theory in the rapidly developing field of digital education. As an original result, a new general map of the main areas of such research has been created. The review categorizes the literature into five different areas: predicting motivation and intentions to continue digital learning, predicting student academic success, combining SDT ideas with other theories in digital education research, application of SDT for creating online courses, and teachers’ readiness to use digital education.
Keywords: self-determination theory, internal motivation, online learning, digital education
Research Article
Cheng-Jui Tseng, Tzu-Chia Chen
CONT ED TECHNOLOGY, Volume 12, Issue 2, Article No: ep277
ABSTRACT
In response to the impact of the COVID-19 pandemic in 2020, companies around the world have suspended on-site jobs and adopted remote operations. Education and training in some companies are also being carried out through web-based teaching. In addition to bringing new challenges to traditional education and training, web-based teaching platforms also provide a wealth of information sources and application channels for corporate education and training. This study targeted service staff in the service industry as subjects, and incorporated three types of teaching methods into the research design, namely video tutorial, computer-aided teaching and web-based teaching. ANOVA and stepwise regression are then used to analyze the learning motivation, learning attitude and learning performance in an integrated comparison. The results showed that in the service industry, using web-based teaching to conduct employee training for service staff had a substantial impact on improving their learning performance.
Keywords: video tutorial, computer-aided teaching, web-based teaching, learning motivation, learning attitude, learning performance
Research Article
Sanna Elina Oinas, Helena Thuneberg, Mari-Pauliina Vainikainen, Risto Hotulainen
CONT ED TECHNOLOGY, Volume 12, Issue 2, Article No: ep271
ABSTRACT
As a variety of commercial educational applications are currently being taken into daily use to provide technology-enhanced feedback, research is needed to observe whether pedagogical evidence of the impact of feedback on learning and well-being is being utilized. To this end, this study explores the connections between technology-enhanced feedback, motivation, competence and the relationship with teachers. A nationally representative sample of pupils undertaking Finnish basic education (N=2031) was analyzed using latent profile analysis. Seven patterns for receiving technology-enhanced feedback were identified. Most girls (80%) and boys (55%) belonged to groups receiving mainly positive feedback in the form of teacher praise, which was connected to the highest scores in all measured indicators. Although the results indicate teachers’ efforts to encourage pupils through technology-enhanced feedback, we also identified profiles in which pupils (up to 30%) repeatedly received negative feedback related to behavior problems or forgotten matters, as well as profiles in which pupils (5%) reported that they never received any technology-enhanced feedback at all. Pupils who did not receive any feedback reported the lowest values in all scales. The relationship with teachers was particularly weak for pupils receiving negative feedback or no feedback. The results indicate that current technology-enhanced feedback practices do not fully meet pedagogical knowledge concerning efficient feedback.
Keywords: technology-enhanced feedback, motivation, competence, academic well-being
Research Article
Rosemary Ogechi Ohadugha, Emeka Joshua Chukwuemeka, Abdullateef Eyitayo Babatunde
CONT ED TECHNOLOGY, Volume 12, Issue 1, Article No: ep263
ABSTRACT
The study examined the Impact of Peer-Mediated Learning on achievement and motivation in computer science among senior secondary school students in Minna metropolis, Niger state. The study adopted a randomized pre-test, post-test control group design. Two hypotheses were formulated to guide the study. Purposive sampling technique was used to select four (4) Private Secondary Schools from Minna, Metropolis. Eighty (80) Students were drawn from the four Secondary Schools as sample size through stratified random sampling technique. Validated Test Instrument; Basic Computer Skills Acquisition Test (BCSAT) and Questionnaire: Motivated Strategy for Learning Questionnaire (MSLQ) vetted by experts from Computer Science and Educational Technology Departments were used for data collection. The BCSAT was made up of 20 items multiple-choice objective test questions to test students’ cognitive knowledge and 5 practical questions, each comprising steps that tested students’ computer practical skills while MSLQ, a Likert scale with 31 items was used to determine the motivational beliefs of students taught computer skills. ANOVA and Kruskal Wallis H test was used for data analysis and was tested at 0.05 level of significance. The study revealed that there was a statistically significant difference in the mean scores of students taught using Peer-Mediated Learning (PML) than those taught using conventional method. The study further revealed that students’ motivation towards PML were significantly positive when compared to the students taught using conventional method. Based on these findings, the researchers recommended that Secondary Schools should adopt PML for effective teaching and learning of computer skills related concepts in Computer Science.
Keywords: peer-mediated learning, motivation, computer skills
Research Article
Nurullah Sahin, Mehmet Fatih Ozcan
CONT ED TECHNOLOGY, Volume 10, Issue 2, pp. 198-213
ABSTRACT
The Turkish history has a very rich content in literary context as well as political and administrative achievements. The Turkish language, which dates back to B.C., has become one of the great languages that continues its existence until modern day, leaving priceless reference guide behind. The purpose of this research is to investigate the effects of lessons taught using activities designed with Augmented Reality Technology on the academic achievement and motivation of students in the teaching of the subjects of Yusuf Has Hacib, Kasgarli Mahmud, Kutadgu Bilig and Divanu Lugati’t-Turk which are among the cultural heritages called “Old Turkish Language Mementoes.” In this context, Augmented Reality environments were designed in relation to the mentioned works and authors and these designs were uploaded to AURASMA 3D application and made available for smart phones. Quantitative research model was adapted in the study and the quasi-experimental method with pre-test-post-test control group was used. At the end of the study whose procedures took 6 weeks in total with the involvement of 50 college students, it was determined that AR activities has a positive effect on the academic success of the students and increases the academic success of the students, and it creates a positive environment which motivates the students towards the lesson and learning.
Keywords: Augmented reality, Educational technology, Old Turkish language mementoes, Academic achievement, Student motivation
Research Article
Zeynep Tatli
CONT ED TECHNOLOGY, Volume 9, Issue 1, pp. 90-110
ABSTRACT
The purpose of this study is to determine types of games that middle school students play in their daily lives and analyze the effects of various variables such as gender, available technology, grade in school and parents’ education levels on their game preferences. The sample consisted of a total of 464 grade 5-8 students (212 girls and 252 boys). The study was conducted in Spring 2015 and the data were collected using a two-part survey. The first part of the survey included questions about demographic information and the second part asked students to draw a picture of their favorite games. The results of this study showed that girls mostly preferred to play outdoor games whereas boys mostly preferred to play digital games. Participant students preferred to play games with rules outdoors and symbolic games indoors, and in digital environment, girls preferred to play mini-games whereas boys preferred to play sports games. CHAID analysis was used in determining the relationships between the variables and game preferences. Gender was a prominent factor in identifying the preferences; that is, girls’ game preferences were mainly influenced by having a computer and those of boys were affected by having an available Internet connection. This study also found that parents’ education level is not related to children’s game preferences. At the end of the study, suggestions were made for gamification and digital game design.
Keywords: Digital games, CHID analysis, Game motivation
Research Article
Jennifer L. Harris, Mohammed T. Al-Bataineh, Adel Al-Bataineh
CONT ED TECHNOLOGY, Volume 7, Issue 4, pp. 368-381
ABSTRACT
This research was a quantitative study using 4th grade participants from a Title 1 elementary
school in Central Illinois. This study set out to determine whether one to one technology (1:1
will be used hereafter) truly impacts and effects the academic achievement of students. This
study’s second goal was to determine whether 1:1 Technology also effects student motivation
to learn. Data was gathered from students participating in this study through the Pearson
enVision Math series with Topic Tests, Discovery Education Assessment results, and attendance
records being used. The results show that 1:1 Technology could be a factor in student academic
achievement and motivation to be at school. These findings are important due to the
technological shift that schools are currently facing. With more technology exposure for
students and more professional development for teachers to hone their newly acquired
teaching methods, 1:1 Technology may be the catalyst needed for school districts to help their
students achieve at higher levels.
Keywords: one to one technology, technology implementation, student motivation, academic achievement
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
Research Article
Jill E. Stefaniak, Monica W. Tracey
CONT ED TECHNOLOGY, Volume 6, Issue 2, pp. 95-112
ABSTRACT
In this exploratory study, we examined how undergraduate students experience learning in a learner-centered teaching environment and their perceptions of motivation towards learning material in an introductory public speaking communications course. Six faculty members participated in a semester-long study where their teaching strategies were observed. Three faculty members participated in a cognitive apprenticeship where they were taught how to implement learner-centered instructional strategies into their coursework. Participants were 109 students who were enrolled in an introductory public speaking course. Data was collected by means of classroom observations, interviews, and the administration of a survey. Our findings indicated that students who were engaged in learner-centered activities within the communications course demonstrate higher levels of motivation towards the course and are more actively engaged in their learning.
Keywords: Learner-centered instruction, Instructional sequencing, Teaching strategies, Student motivation
Research Article
Matthew U. Blankenship, Erin E. Margarella
CONT ED TECHNOLOGY, Volume 5, Issue 2, pp. 146-160
ABSTRACT
This article reports a review of the literature that focused on relationship between writing instruction and technology in the secondary classroom since the passing of the No Child Left Behind Act over the past two decades. Based on the search, six themes have emerged across the fields of writing instruction and assessment. Within writing instruction, it was found that researchers often focused on a third space (Bhabha, 1994) where writing can take place in meaningful ways. Also, technology often served as a motivator during the instructional process of writing and worked to engage students in varied lessons. Finally, researchers found an increase in the amount of writing for secondary students when technology was introduced into the instructional classroom. Within writing assessment, the research focused on special populations including special education students, minorities, economically disadvantaged and English language learners. Next, technology served as a motivator in both the instruction and assessment of writing and tended to be a factor that increased writing assessment scores. Finally, researchers posit technology can be used to allow teachers to give effective and efficient feedback through the instructional and assessment cycles and tended to increase student assessment scores. These themes emerged across all articles reviewed and truly demonstrate where writing with technology research has occurred in the secondary classroom.
Keywords: Writing, Instruction, Technology, Policy, Secondary Education, Motivation
Research Article
Leila Karimi, Rouhollah Khodabandelou, Maryam Ehsani, Muhammad Ahmad
CONT ED TECHNOLOGY, Volume 5, Issue 1, pp. 53-72
ABSTRACT
Drawing from the Uses and Gratifications Theory, this study examined the Gratification Sought and the Gratification Obtained from using Social Networking Sites among Iranian, Malaysian, British, and South African higher education students. This comparison allowed to drawing conclusions about how social networking sites fulfill users’ needs with different cultures. Data were collected through a quantitative study applying online and paper- based questionnaire carried out in 2013, using a representative sample (N=320). Findings showed differences in students’ motivation to join to and to use of social network sites in each country. Interestingly, the researchers found that cultural differences may determine the uses and gratifications of social networking sites.
Keywords: Uses and Gratification Theory, Social Networking Sites, Higher education students, Motivation
Research Article
Yalın Kilic Turel, Mehmet Gurol
CONT ED TECHNOLOGY, Volume 2, Issue 4, pp. 264-281
ABSTRACT
Although there are many studies focusing on usefulness of learning objects, only a few studies investigated possible effects of learning objects at the middle-school level. Thus, the purpose of this study is to examine the effects of learning objects-enriched instructional settings on 7th grade students’ achievements, retentions, attitudes, and motivations in the science class as well as their perceptions towards the course. Learning objects regarding the unit of structure and features of matter were placed into the Learning Management System, Moodle, which was accessible by science teachers of the participants. Almost all subjects pointed out that they preferred such teaching method hereafter because of its positive effects on their learning and remembering. The interactive and challenging learning objects, particularly the ones containing games, simulations, and questions, were identified as more beneficial by both teachers and students.
Keywords: Attitudes, Learning objects, Learning objects-enriched instruction, Motivation, Retention