CORDIS bietet Links zu öffentlichen Ergebnissen und Veröffentlichungen von HORIZONT-Projekten.
Links zu Ergebnissen und Veröffentlichungen von RP7-Projekten sowie Links zu einigen Typen spezifischer Ergebnisse wie Datensätzen und Software werden dynamisch von OpenAIRE abgerufen.
Leistungen
A computer-based information system on the topic of biodiversity was developed and subsequently evaluated in an Austrian natural history museum. In the extensive evaluation process the system was assessed with regard to motivational and cognitive effects.
A main aim of the information system is to stimulate intrinsically motivated behaviours towards using the system. Self-determination theory, proposed by Deci and Ryan (2002), specifies a set of three innate psychological needs that are relevant to intrinsic motivation. These are the needs for competence, autonomy or self-determination, and social relatedness.
For the information system we formulated the following research questions with respect to the self-determination theory: (a) Do students like the information system? (b) Is motivation for working with the information system higher than for watching a film about biodiversity? (c) Do students learn basic facts and concepts about biodiversity with the information system? (d) Do older students learn more with the information system than younger ones? (e) Is the increase of knowledge higher by working with the information system than by watching a film on biodiversity?
1.018 students aged 10 - 18 took part in the trial. The participants were randomly assigned to two different experimental conditions in a pre-/post-test design: the computer group (n = 763) worked with the information system, whereas the control group (n = 255) watched a film about biodiversity. According to self-determination theory, motivation was assessed on 4-point rating scales in the post-test questionnaire. Eleven multiple-choice items and twenty-two classification tasks were used to assess knowledge on biodiversity.
Results show that: (a) Students liked the information system as can be seen by high motivational ratings. (b) Students working with the information system liked their activity more than students watching the film (t = 1.99, df = 964, p < .05). (c) Students' knowledge about biodiversity increased with the information system from pre- to post-test (t = 10.82, df = 745, p < .001). (d) Older students learned more with the information system than younger ones. (r = .10, p < .01). (e) Increase of knowledge of the information system users did not significantly differ from that of film viewers (t = -1.02, df = 995, ns).
Results in the motivational domain show that users like the information system. It fulfils their need for competence and autonomy and elicits intrinsic motivation. In the computer group interest, enjoyment, and perceived choice were higher than in the film group.
Working with the information system is a more active and self-determined activity than watching a film. Results in the cognitive domain show that students improved their knowledge and understanding about biodiversity when using the information system. Older students profited more from the information system than younger ones. These results, in combination with additional data from interviews and logging files of the users' paths through the information system, shall contribute to the improvement of learning processes with multimedia technology.
Suche nach OpenAIRE-Daten ...
Bei der Suche nach OpenAIRE-Daten ist ein Fehler aufgetreten
Es liegen keine Ergebnisse vor