DSpace Repository

Enhancement of E-learning Motivation through Interactive M-learning

Show simple item record

dc.contributor.advisor Dr. Vatcharaporn Esichaikul (Chairperson)
dc.contributor.author Chaiprasurt, Chantorn
dc.contributor.other Dr. Donyaprueth Krairit (Member) Dr. Paul Janecek (Member)
dc.date.accessioned 2015-01-29T04:17:06Z
dc.date.available 2015-01-29T04:17:06Z
dc.date.issued 2013-12
dc.identifier.other AIT Diss no.IM-13-02 en_US
dc.identifier.uri http://www.cs.ait.ac.th/xmlui/handle/123456789/715
dc.description.abstract The physical separation of learner-instructor and learners makes it difficult to increase motivation in online learning. Moreover, very limited research has been conducted on the designing of online learning settings that promote learner motivation. Owing to the widespread deployment of wireless technologies and increased ownership and use of mobile devices, online learning has evolved from desktop computers to mobile devices. Mobile communication contributes to stimulating the learner and encouraging group sharing among instructors and learners in addition to participation by those involved in online learning environments. The aim of this academic work was to promote a new approach encouraging and maintaining online learner motivation. Appropriate activities and interactions in e-learning settings through the use of mobile technologies were examined. Implemented on a smart phone, the mobile communication tools, which included SMS, mobile RSS feeds, MIM, blogging, polls, and tools for assignment feedback, grade-books, and attendance reporting, were linked to the existing Moodle LMS. The LMS was guided by a mobile communication tools framework, which enhanced learner motivation. This underpinning framework was based on a combination of Keller‟s attention, relevance, confidence, and satisfaction (ARCS) motivation model and a collaboration factor. The study examined the potential of the mobile communication tools to stimulate and enhance learner motivation in existing e-learning settings. A quasi-experimental research design was used to empirically investigate the influence of the tools on learner motivation. The experiment took place over a 14-week period, and the sample consisted of 191 students enrolled in “IT for Learning” classes at one university. There were two groups of students: control (not supported by the tools) and treatment groups (supported by the tools). In order to measure the effect of the tools, the results of subjective (ARCS and social ability) and objective assessments (engagement, disengagement, and academic performance) were compared between the two groups. The results of the study indicated that the tools were effective in improving learner motivation, particularly in the areas of engagement and attention variables. Overall, there were statistically significant differences in subjective motivation, with a higher level achieved by learners who used the proposed tools as part of the online course than in those who did not. Therefore, it can be concluded that the proposed mobile communication tools effectively improve learner motivation when incorporated into online learning situations. en_US
dc.description.sponsorship Strategic Scholarship for Frontier Research Network of Thailand Commission of Higher Education and Royal Thai Government en_US
dc.publisher AIT en_US
dc.title Enhancement of E-learning Motivation through Interactive M-learning en_US
dc.type Dissertation en_US

Files in this item

This item appears in the following Collection(s)

Show simple item record

Search DSpace

Advanced Search


My Account