The Impact of a Motivation Booster in Blended Learning Experiences in Computer Science Education
The Impact of a Motivation Booster in Blended Learning Experiences in Computer Science Education
Barra lateral del artículo
PDF
FLIP
Términos de la licencia (VER)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Declaración del copyright
Los autores ceden en exclusiva a la Universidad EIA, con facultad de cesión a terceros, todos los derechos de explotación que deriven de los trabajos que sean aceptados para su publicación en la Revista EIA, así como en cualquier producto derivados de la misma y, en particular, los de reproducción, distribución, comunicación pública (incluida la puesta a disposición interactiva) y transformación (incluidas la adaptación, la modificación y, en su caso, la traducción), para todas las modalidades de explotación (a título enunciativo y no limitativo: en formato papel, electrónico, on-line, soporte informático o audiovisual, así como en cualquier otro formato, incluso con finalidad promocional o publicitaria y/o para la realización de productos derivados), para un ámbito territorial mundial y para toda la duración legal de los derechos prevista en el vigente texto difundido de la Ley de Propiedad Intelectual. Esta cesión la realizarán los autores sin derecho a ningún tipo de remuneración o indemnización.
La autorización conferida a la Revista EIA estará vigente a partir de la fecha en que se incluye en el volumen y número respectivo en el Sistema Open Journal Systems de la Revista EIA, así como en las diferentes bases e índices de datos en que se encuentra indexada la publicación.
Todos los contenidos de la Revista EIA, están publicados bajo la Licencia Creative Commons Atribución-NoComercial-NoDerivativa 4.0 Internacional
Licencia
Esta obra está bajo una Licencia Creative Commons Atribución-NoComercial-NoDerivativa 4.0 Internacional
Contenido principal del artículo
Resumen
The outcomes presented in this paper are associated with the impact of motivational messages sent by a Motivation Booster to the students that participated in blended learning experiences. The aim of the Motivation Booster is to provide personalized and summarized feedback, by means of motivational messages, to the users of Computer-Supported Collaborative Learning systems on their completed collaborative learning activities. The developed Motivation Booster was integrated into the Moodle system. Two blended learning experiences were put into practice at the Universidad Pontificia Bolivariana Montería (Colombia) over an academic year with students enrolled in the course called “Software Engineering” at the Computer Science Department. A group of students participated in the first blended learning experience, and they used the Moodle system without the Motivation Booster. And another group of students participated in the second blended learning experience, where they used Moodle with the developed Motivation Booster. The experimental results give us evidences that the students felt more motivated to work with the Moodle system when they received motivational messages due to the Motivation Booster. Especially students were stimulated to work in a group manner.
Descargas
Detalles del artículo
Referencias (VER)
Alonso, F. et al. (2011) ‘How blended learning reduces underachievement in higher education: An experience in teaching computer sciences’, IEEE Transactions on Education, 54(3), pp. 471–478. doi: 10.1109/TE.2010.2083665.
Cocea, M. and Weibelzahl, S. (2007) ‘Cross-system validation of engagement prediction from log files’, Proceedings of Second European Conference on Technology Enhanced Learning, pp. 14–25. doi: 10.1007/978-3-540-75195-3_2.
Cocea, M. and Weibelzahl, S. (2009) ‘Log file analysis for disengagement detection in e-Learning environments’, User Modelling and User-Adapted Interaction, 19(4), pp. 341–385. doi: 10.1007/s11257-009-9065-5.
Derntl, M. and Motschnig-Pitrik, R. (2005) ‘The role of structure, patterns, and people in blended learning’, Internet and Higher Education, 8(2), pp. 111–130. doi: 10.1016/j.iheduc.2005.03.002.
Dodero, J. M., Fernández, C. and Sanz, D. (2003) ‘An experience on students’ participation in blended vs. online styles of learning’, ACM SIGCSE Bulletin, p. 39. doi: 10.1145/960492.960522.
Echeverria, L. (2017) UNA PROPUESTA DE UNA PLATAFORMA DE APRENDIZAJE BASADA EN ESCENARIOS COLABORATIVOS PARA LA REALIZACIÓN DE EXPERIENCIAS DE APRENDIZAJE MIXTO CON SOPORTE A LA INVESTIGACIÓN, Tesis doctoral. Universidad Autónoma de Madrid.
Echeverría, L. (2011) Motivation Booster based on the monitoring of users’ progress in collaborative learning scenarios. Trabajo Fin de Master, Universidad Autónoma de Madrid.
Figas, P., Hagel, G. and Bartel, A. (2013) ‘The furtherance of motivation in the context of teaching software engineering’, in Global Engineering Education Conference (EDUCON), 2013, pp. 1299–1304.
Garcia-Penalvo, F. J. et al. (2011) ‘Opening Learning Management Systems to Personal Learning Environments’, Journal of Universal Computer Science, 17(9), pp. 1222–1240. doi: 10.1016/j.infsof.2008.09.005.
Graham, C. R. (2006) ‘Blended learning systems: Definition, current trends, and future directions’, in Handbook of blended learning Global perspectives local designs, pp. 3–21. doi: 10.2307/4022859.
Graham, S. and Weiner, B. (1996) ‘Theories and principles of motivation’, in Handbook of educational psychology, pp. 63–84.
HersX hkovitz, A. and Nachmias, R. (2009) ‘Learning about Online Learning Processes and Students â€TM Motivation through Web Usage Mining’, Interdisciplinary Journal of E-Learning and Learning Objects, 5, pp. 197–214.
Hoic-Bozic, N., Mornar, V. and Boticki, I. (2009) ‘A blended learning approach to course design and implementation’, IEEE Transactions on Education, 52(1), pp. 19–30. doi: 0.1109/TE.2007.914945.
Keller, J. (1983) ‘Motivational design of instruction.’, in Instructional-design Theories and Models: An overview of their current status, Volume 1, pp. 383–434. Available at: http://books.google.com/books?hl=en&lr=&id=N_MVUyHxnkcC&pgis=1.
Keller, J. M. (2008) ‘First principles of motivation to learn and e3-learning’, Distance Education, 29, pp. 175–185. doi: 10.1080/01587910802154970.
Keller, J. and Suzuki, K. (2004) ‘Learner motivation and E-learning design: A multinationally validated process’, Journal of Educational Media, pp. 229–239. doi: 10.1080/1358165042000283084.
Larson, R. C. and Murray, M. E. (2008) ‘Open educational resources for blended learning in high schools: Overcoming impediments in developing countries’, Journal of Asynchronous Learning Networks, 12, p. 85{textendash}103. doi: 10.1007/s003590100184.
Moodle (2019). Available at: https://moodle.org/ (Accessed: 3 May 2019).
Muñoz-Merino, P. J. et al. (2014) ‘Motivation and emotions in competition systems for education: An empirical study’, IEEE Transactions on Education, 57(3), pp. 182–187. doi: 10.1109/TE.2013.2297318.
Naves, J. et al. (2013) ‘Development of tangible experiments for motivating undergraduate students’, in Global Engineering Education Conference (EDUCON), 2013, pp. 497–506.
Pierri et al. (2012) ‘CC-LO: Embedding Interactivity, Challenge and Empowerment into Collaborative Learning Sessions’, JUCS - Journal of Universal Computer Science. doi: 10.3217/jucs-018-01-0025.
Rienties, B. et al. (2012) ‘The role of scaffolding and motivation in CSCL’, Computers and Education, pp. 893–906. doi: 10.1016/j.compedu.2012.04.010.
Visser, L. et al. (2002) ‘Motivating students at a distance: The case of an international audience’, Educational Technology Research and Development, pp. 94–110. doi: 10.1007/BF02504998.
Weiner, B. (1985) ‘An attributional theory of achievement motivation and emotion.’, Psychological review, 92(4), pp. 548–573. doi: 10.1037/0033-295X.92.4.548.
Wlodkowski, R. J. . (2010) ‘Enhancing adult motivation to learn: A comprehensive guide for teaching all adults.’, MPAEA Journal of Adult Education, 39(2), pp. 40–43. Available at: http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=66628051&site=ehost-live.