Titulo:
The Impact of a Motivation Booster in Blended Learning Experiences in Computer Science Education
.
Sumario:
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 gro... Ver más
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1794-1237
2463-0950
18
2020-12-31
35018 pp. 1
12
Revista EIA - 2020
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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 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. 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. Echeverría Rodríguez, Leovy Cobos, Ruth Blended learning collaborative learning Computer Science Education Moodle motivational factors Motivation Booster Blended learning collaborative learning Computer Science Education Moodle motivational factors Motivation Booster 18 35 Artículo de revista Journal article 2020-12-31 14:30:36 2020-12-31 14:30:36 2020-12-31 application/pdf Fondo Editorial EIA - Universidad EIA Revista EIA 1794-1237 2463-0950 https://revistas.eia.edu.co/index.php/reveia/article/view/1320 10.24050/reia.v18i35.1320 https://doi.org/10.24050/reia.v18i35.1320 eng https://creativecommons.org/licenses/by-nc-nd/4.0 Revista EIA - 2020 Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0. 35018 pp. 1 12 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. https://revistas.eia.edu.co/index.php/reveia/article/download/1320/1404 info:eu-repo/semantics/article http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/resource_type/c_2df8fbb1 http://purl.org/redcol/resource_type/ART info:eu-repo/semantics/publishedVersion http://purl.org/coar/version/c_970fb48d4fbd8a85 info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 Text Publication |
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UNIVERSIDAD EIA |
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Colombia |
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Revista EIA |
| title |
The Impact of a Motivation Booster in Blended Learning Experiences in Computer Science Education |
| spellingShingle |
The Impact of a Motivation Booster in Blended Learning Experiences in Computer Science Education Echeverría Rodríguez, Leovy Cobos, Ruth Blended learning collaborative learning Computer Science Education Moodle motivational factors Motivation Booster Blended learning collaborative learning Computer Science Education Moodle motivational factors Motivation Booster |
| title_short |
The Impact of a Motivation Booster in Blended Learning Experiences in Computer Science Education |
| title_full |
The Impact of a Motivation Booster in Blended Learning Experiences in Computer Science Education |
| title_fullStr |
The Impact of a Motivation Booster in Blended Learning Experiences in Computer Science Education |
| title_full_unstemmed |
The Impact of a Motivation Booster in Blended Learning Experiences in Computer Science Education |
| title_sort |
impact of a motivation booster in blended learning experiences in computer science education |
| title_eng |
The Impact of a Motivation Booster in Blended Learning Experiences in Computer Science Education |
| description |
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.
|
| description_eng |
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.
|
| author |
Echeverría Rodríguez, Leovy Cobos, Ruth |
| author_facet |
Echeverría Rodríguez, Leovy Cobos, Ruth |
| topic |
Blended learning collaborative learning Computer Science Education Moodle motivational factors Motivation Booster Blended learning collaborative learning Computer Science Education Moodle motivational factors Motivation Booster |
| topic_facet |
Blended learning collaborative learning Computer Science Education Moodle motivational factors Motivation Booster Blended learning collaborative learning Computer Science Education Moodle motivational factors Motivation Booster |
| topicspa_str_mv |
Blended learning collaborative learning Computer Science Education Moodle motivational factors Motivation Booster |
| citationvolume |
18 |
| citationissue |
35 |
| publisher |
Fondo Editorial EIA - Universidad EIA |
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Revista EIA |
| source |
https://revistas.eia.edu.co/index.php/reveia/article/view/1320 |
| language |
eng |
| format |
Article |
| rights |
https://creativecommons.org/licenses/by-nc-nd/4.0 Revista EIA - 2020 Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0. info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 |
| references_eng |
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. |
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