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Digital Technologies in a Design and Technology Lesson and Their Influence on a Learner's Situationally Perceived Value of a Task When Engaged in Inquiry-Based Learning
- Source :
-
Journal of Computers in Mathematics and Science Teaching . Jul 2018 37(3):239-263. - Publication Year :
- 2018
-
Abstract
- The motivation to engage in a task is directly related to its perceived value according to Deci & Ryan (1985). Increasing motivation can lead to a higher enhanced learning achievement for the student. The question is if using digital technologies in inquiry-based learning lessons influences the learners' situationally perceived value of the task and if a higher perceived value leads to a more successful learning outcome. 207 Pupils were questioned with the standardised IMI (Intrinsic Motivational Inventory) after carrying out an experiment in design and technology. The architectural science-based task was to build a bridge out of a couple of sheets of paper. Half of the class used digital technologies for their research and half of them functioned as the control group using traditional media. There was a significant difference between the two groups: the treatment group felt the task to be more valuable than the control group (t[subscript 188.920] = 2.504, p = 0.13). There was a correlation between a higher learning outcome and a higher perceived value of the task, which was considered to be small (r = 0.14, p = 0.45).
Details
- Language :
- English
- ISSN :
- 0731-9258
- Volume :
- 37
- Issue :
- 3
- Database :
- ERIC
- Journal :
- Journal of Computers in Mathematics and Science Teaching
- Publication Type :
- Academic Journal
- Accession number :
- EJ1182231
- Document Type :
- Journal Articles<br />Reports - Research