Assessing Students‘ Motivation in a University Course on Digital Education

Alexandra Posekany; David Haselberger; Fares Kayali

doi:10.1007/978-3-031-26876-2_33

Assessing Students‘ Motivation in a University Course on Digital Education

Alexandra Posekany (Corresponding author)
, David Haselberger
, Fares Kayali

Department for Teacher Education

Publications: Contribution to book › Contribution to proceedings › Peer Reviewed

Abstract

In this paper we explore aspiring teachers’ motivation in using digital technology. Referring to the self determination theory, we examine changes in their perceived competence, autonomy and relatedness before and after a University course on “Digital Education” in the two consecutive winter terms of 2020/21 and 2021/22. This course aims at contributing to students’ digital empowerment and critical perspective on digitalisation. To get insight on students’ motivation, we arranged a questionnaire. Apart from their motivation, we asked for students’ technology use continuance intention. The validation of the questionnaire along with its evaluation is based on several statistical approaches: We compare the internal validity of content-related group of questions through correlation and factor analyses. Further, we explore the outcomes for two specific student cohorts in two succeeding years. Students perceived competence and realisation of digital media’s usefulness increased in both cohorts after course participation.

Original language	English
Title of host publication	Learning in the Age of Digital and Green Transition - Proceedings of the 25th International Conference on Interactive Collaborative Learning ICL 2022
Subtitle of host publication	Proceedings of the 25th International Conference on Interactive Collaborative Learning (ICL2022)
Editors	Michael E. Auer, Wolfgang Pachatz, Tiia Rüütmann
Place of Publication	Cham
Publisher	Springer
Pages	354-365
Number of pages	12
Volume	1
ISBN (Electronic)	978-3-031-26876-2
ISBN (Print)	978-3-031-26875-5
DOIs	https://doi.org/10.1007/978-3-031-26876-2_33
Publication status	Published - 2023
Event	ICL Conference - Vienna, Austria Duration: 27 Sept 2022 → 30 Sept 2022

Publication series

Series	Lecture Notes in Networks and Systems
Volume	633
ISSN	2367-3370

Conference

Conference	ICL Conference
Country/Territory	Austria
City	Vienna
Period	27/09/22 → 30/09/22

Austrian Fields of Science 2012

605007 Digital humanities
503008 E-learning
503007 Didactics
503006 Educational research

Keywords

Design-based research
Digital media use
Digitalisation
Media use continuance
Pre-post test
Self-determination theory

Access to Document

10.1007/978-3-031-26876-2_33

Cite this

Posekany, A., Haselberger, D., & Kayali, F. (2023). Assessing Students‘ Motivation in a University Course on Digital Education. In M. E. Auer, W. Pachatz, & T. Rüütmann (Eds.), Learning in the Age of Digital and Green Transition - Proceedings of the 25th International Conference on Interactive Collaborative Learning ICL 2022: Proceedings of the 25th International Conference on Interactive Collaborative Learning (ICL2022) (Vol. 1, pp. 354-365). Springer. https://doi.org/10.1007/978-3-031-26876-2_33

Posekany, Alexandra ; Haselberger, David ; Kayali, Fares. / Assessing Students‘ Motivation in a University Course on Digital Education. Learning in the Age of Digital and Green Transition - Proceedings of the 25th International Conference on Interactive Collaborative Learning ICL 2022: Proceedings of the 25th International Conference on Interactive Collaborative Learning (ICL2022). editor / Michael E. Auer ; Wolfgang Pachatz ; Tiia Rüütmann. Vol. 1 Cham : Springer, 2023. pp. 354-365 (Lecture Notes in Networks and Systems, Vol. 633).

@inproceedings{ea73da62571943379f79c0bb67e93ad4,

title = "Assessing Students{\textquoteleft} Motivation in a University Course on Digital Education",

abstract = "In this paper we explore aspiring teachers{\textquoteright} motivation in using digital technology. Referring to the self determination theory, we examine changes in their perceived competence, autonomy and relatedness before and after a University course on “Digital Education” in the two consecutive winter terms of 2020/21 and 2021/22. This course aims at contributing to students{\textquoteright} digital empowerment and critical perspective on digitalisation. To get insight on students{\textquoteright} motivation, we arranged a questionnaire. Apart from their motivation, we asked for students{\textquoteright} technology use continuance intention. The validation of the questionnaire along with its evaluation is based on several statistical approaches: We compare the internal validity of content-related group of questions through correlation and factor analyses. Further, we explore the outcomes for two specific student cohorts in two succeeding years. Students perceived competence and realisation of digital media{\textquoteright}s usefulness increased in both cohorts after course participation. ",

keywords = "Design-based research, Digital media use, Digitalisation, Media use continuance, Pre-post test, Self-determination theory",

author = "Alexandra Posekany and David Haselberger and Fares Kayali",

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year = "2023",

doi = "10.1007/978-3-031-26876-2\_33",

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Posekany, A, Haselberger, D & Kayali, F 2023, Assessing Students‘ Motivation in a University Course on Digital Education. in ME Auer, W Pachatz & T Rüütmann (eds), Learning in the Age of Digital and Green Transition - Proceedings of the 25th International Conference on Interactive Collaborative Learning ICL 2022: Proceedings of the 25th International Conference on Interactive Collaborative Learning (ICL2022). vol. 1, Springer, Cham, Lecture Notes in Networks and Systems, vol. 633, pp. 354-365, ICL Conference, Vienna, Austria, 27/09/22. https://doi.org/10.1007/978-3-031-26876-2_33

Assessing Students‘ Motivation in a University Course on Digital Education. / Posekany, Alexandra (Corresponding author); Haselberger, David ; Kayali, Fares.
Learning in the Age of Digital and Green Transition - Proceedings of the 25th International Conference on Interactive Collaborative Learning ICL 2022: Proceedings of the 25th International Conference on Interactive Collaborative Learning (ICL2022). ed. / Michael E. Auer; Wolfgang Pachatz; Tiia Rüütmann. Vol. 1 Cham: Springer, 2023. p. 354-365 (Lecture Notes in Networks and Systems, Vol. 633).

Publications: Contribution to book › Contribution to proceedings › Peer Reviewed

TY - GEN

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AU - Posekany, Alexandra

AU - Haselberger, David

AU - Kayali, Fares

PY - 2023

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N2 - In this paper we explore aspiring teachers’ motivation in using digital technology. Referring to the self determination theory, we examine changes in their perceived competence, autonomy and relatedness before and after a University course on “Digital Education” in the two consecutive winter terms of 2020/21 and 2021/22. This course aims at contributing to students’ digital empowerment and critical perspective on digitalisation. To get insight on students’ motivation, we arranged a questionnaire. Apart from their motivation, we asked for students’ technology use continuance intention. The validation of the questionnaire along with its evaluation is based on several statistical approaches: We compare the internal validity of content-related group of questions through correlation and factor analyses. Further, we explore the outcomes for two specific student cohorts in two succeeding years. Students perceived competence and realisation of digital media’s usefulness increased in both cohorts after course participation.

AB - In this paper we explore aspiring teachers’ motivation in using digital technology. Referring to the self determination theory, we examine changes in their perceived competence, autonomy and relatedness before and after a University course on “Digital Education” in the two consecutive winter terms of 2020/21 and 2021/22. This course aims at contributing to students’ digital empowerment and critical perspective on digitalisation. To get insight on students’ motivation, we arranged a questionnaire. Apart from their motivation, we asked for students’ technology use continuance intention. The validation of the questionnaire along with its evaluation is based on several statistical approaches: We compare the internal validity of content-related group of questions through correlation and factor analyses. Further, we explore the outcomes for two specific student cohorts in two succeeding years. Students perceived competence and realisation of digital media’s usefulness increased in both cohorts after course participation.

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Posekany A, Haselberger D , Kayali F. Assessing Students‘ Motivation in a University Course on Digital Education. In Auer ME, Pachatz W, Rüütmann T, editors, Learning in the Age of Digital and Green Transition - Proceedings of the 25th International Conference on Interactive Collaborative Learning ICL 2022: Proceedings of the 25th International Conference on Interactive Collaborative Learning (ICL2022). Vol. 1. Cham: Springer. 2023. p. 354-365. (Lecture Notes in Networks and Systems, Vol. 633). doi: 10.1007/978-3-031-26876-2_33

Assessing Students‘ Motivation in a University Course on Digital Education

Abstract

Publication series

Conference

Austrian Fields of Science 2012

Keywords

Access to Document

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