“How to Turn Boring into Playful” (Area 1&2)

Jo Lewis, Mayur Vaghela & Amy Rogers (IHS)

The motivation of students to effectively learn and complete their degree studies is a key priority for Higher Education institutes. This paper explores ways in which researchers including, Handley (2008) focus on how technology can be used to enhance motivation, particularly for those students who appear to be unprepared or unmotivated in their studies. An action research study tracking the journey of 3 student researchers who were required to create a web portfolio of their Work Based Learning placement assessment was undertaken to explore these challenges. Through observations of the process, interviews, an analysis of the student’s work, changes in motivation, self-management and attitudes towards learning were recorded. The findings are used to discuss the potential that technology has to motivate students who may struggle, as it relates to Heafner’s (2008) work concerning the expectancy-value model of motivation. This model focuses on three areas of motivational theory as identified by Pintrich and Schunk in 1996; value (student’s beliefs about the importance of the task), expectancy (student’s beliefs about their ability to perform the task) and affective (emotional reactions to the task).

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