• International Journal of Computer Science & Network Security
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• v.22 no.5
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• pp.266-276
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• 2022

The study aimed to pinpoint the effects of an educational environment based on gamification on developing achievement motivation among first-grade intermediate students. Using an achievement motivation scale, the study adopted a quasi-experimental design with experimental and control groups. The sample consisted of 52 students selected randomly from the first-grade intermediate students. They were studying in public intermediate schools in Jeddah at the time of this study. They were divided into two groups. The control group (n=24 respondent), and the experimental group (n=28 respondent). The results showed statistically significant differences at the level α ≥ 0.05 between the mean scores of the experimental group and the control group in the posttest of the achievement motivation measurement in favor of the experimental group. The study recommended using gamification in designing computer curricula and courses across educational stages in Saudi Arabia. It also recommends training the computer and information technology teachers on using gamification in their teaching.

• Educational Technology International
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• v.18 no.2
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• pp.73-99
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• 2017

The learning analytics dashboard (LAD) is a supporting tool for teaching and learning in its personalized, automatic, and visual aspects. While several studies have focused on the effect of using dashboard on learning achievement, there is a research gap concerning the impacts of learners' characteristics on it. Accordingly, this study attempted to verify the differences in learning achievement depending on learning motivation level (high vs. low) and dashboard intervention (use vs. non-use). The final participants were 231 university students enrolled in a basic statistics course. As a research design, a 2 × 2 factorial design was employed. The results showed that learning achievement varied with dashboard intervention and the interaction effect was significant between learning motivation and dashboard intervention. The results imply that the impact of LAD may vary depending on learner characteristics. Consequently, this study suggests that the dashboard interventions should be offered after careful consideration of individual students' differences, particularly their learning motivation.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.97-121
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• 2011

This study aims to examine how motivational constructs are interrelated with social, context-specific factors and, as a result, contribute to L2 writing achievement within the framework of self-determination theory. The data consisted of 67 Korean college students' questionnaire responses, final scores in an on-offline blended writing course, and qualitative interviews with 5 students. In the descriptive and the correlation analyses, the participants' extrinsic motivation was found higher than intrinsic motivation, with low amotivation. Among social factors, immersion environment, foreign instructor, and peer comparison marked high scores, whereas Korean instructor and online material gained low scores. Those contextual factors were interrelated with each other, such that the immersion factor correlated significantly with Korean instructor and peer comparison. Extrinsic and intrinsic motivational subscales engendered strong correlations with the high-scored social factors, i.e., immersion, foreign instructor, and peer comparison, which were also closely interrelated with L2 writing achievement. The findings illuminate intricate workings of motivation in its effects on L2 achievement and corroborate the roles of contextual factors. The effect of motivational subscales on achievement may be valid through interplay with some social factors. The dynamics of motivation is discussed for pedagogical applications.

• The Journal of the Korea Contents Association
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• v.19 no.2
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• pp.525-538
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• 2019

The objective of this study is to verify the effects of the Taekwondo athletes' sports participation motivation on the achievement orientation and achievement behaviors and to verify the mediating effect of the achievement orientation. The subjects of this study were 256 athletes' in Honam. The questionnaire data were utilized for verification of hypotheses through structural equation model analysis. As a result of verification, Taekwondo athletes' sports participation motivation presented a statistically significant positive correlation with their achievement orientation. The achievement orientation showed a significant positive effect on the achievement behaviors with the mediating effect of the achievement orientation. Finally, the result of this study is meaningful in a point of view of the effect of Taekwondo athletes' sports participation motivation on the achievement orientation and achievement behaviors. It is worthwhile to verify the mediation effect of achievement orientation.

• Journal of Korean Elementary Science Education
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• v.36 no.3
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• pp.181-192
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• 2017

In this study, the effects of the small group collaborative learning on students' achievement, the retention of the achievement, communication anxiety, and science learning motivation were investigated. The aptitude-treatment interaction between the level of students' self-directed learning ability and the intervention was also examined. Two classes (38 students) from an elementary school were respectively assigned to a control group and a treatment group. A self-directed learning ability test, a communication anxiety test, and a science learning motivation test were administered as pretests. The intervention lasted for 8 class periods. After instruction, an achievement test, the communication anxiety test, and the science learning motivation test were administered. An achievement retention test were also administered after four weeks. The results indicated that there were significant treatmentaptitude interaction effects in the achievement test scores and the achievement retention test scores. In the communication anxiety and the science learning motivation, however, any significant difference was not found between the scores of the treatment group and the control group. Educational implications are discussed.

• Asia Pacific Journal of Business Review
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• v.6 no.1
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• pp.61-73
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• 2021

This study attempted to examine the structural relationship between the main factors that determine the intention to continue participation in yacht activities. Specifically, motivation for yacht activities was divided into achievement motivation, social motivation, escapist motivation, conspicuous motivation, and hedonic motivation, and the effect of each motivation on the satisfaction and continuous intention of yacht activities was examined. This study surveyed 338 ordinary people who were interested in yacht activities or had experience in yacht activities, and verified the main hypothesis through regression analysis. The main analysis results of this study are as follows. First, it was found that achievement motivation did not affect satisfaction. Second, it was found that social motivation had a positive (+) effect on satisfaction. Third, it was found that escapist motivation had a positive (+) effect on satisfaction. Fourth, it was found that the conspicuous motivation had a positive (+) effect on satisfaction. Fifth, it was found that hedonic motivation had a positive (+) effect on satisfaction. Sixth, it was found that the achievement motivation had a positive (+) effect on continuous intention. Seventh, it was found that social motivation did not affect continuous intention. Eighth, it was found that escapist motivation had a positive (+) effect on continuous intention. Ninth, it was found that the conspicuous motivation did not affect continuous intention. Tenth, it was found that the hedonic motivation had a positive (+) effect on continuous intention. Eleven, satisfaction was found to have a positive (+) effect on continuous intention. This study derived academic and practical implications based on the analysis results and proposed future research directions.

• The Journal of Korean Academic Society of Nursing Education
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• v.30 no.2
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• pp.113-123
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• 2024

Purpose: This study aimed to examine the mediating effect of learning immersion in clinical simulations on the relationship between nursing student learning motivation and achievement in clinical simulation. Methods: This study was conducted using a cross-sectional survey with 184 nursing students from two universities who participated in clinical simulation between September and December 2022. The participants completed a self-administered questionnaire, and the collected data were analyzed using independent an independent t-test, Mann-Whitney U-test, one-way ANOVA, Pearson's correlation coefficient, and multiple regression analysis to identify the mediating effects of learning immersion on the relationship between nursing student learning motivation and achievement. Results: Among the subvariables of nursing student learning motivation, task value and self-efficacy for learning and performance had a significant effect on learning immersion (respectively, β=.36, p=.001; β=.31, p<.001) and learning achievement (respectively, β=.48, p<.001; β=.38, p<.001). With the input of learning motivation variables, the direct effect of learning immersion on learning achievement was significant (β=.20, p=.003), and the effects of learning motivation and task value and self-efficacy on learning achievement was reduced after controlling for learning immersion, which is a mediating variable (respectively, β=.41, p<.001; β=.32, p<.001). The bootstrapping test to confirm the mediating effect of learning immersion was also significant (task value 95% confidence interval [95% CI], 0.02~0.20; self-efficacy 95% CI, 0.01~0.12). Conclusion: The results of this study suggest that simulation educators should consider learners' motivation and immersion when organizing and operating clinical simulations.

• Journal of Digital Convergence
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• v.19 no.7
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• pp.359-369
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• 2021

The purpose of this study was to examine the effect of achievement motivations of university students on depression and the mediating effect of self-esteem in these relationships. For this, data were collected from 267 university students enrolled in universities in Y city, and analyzed using SPSS 22.0 and SPSS PROCESS macro 3.3. As a result of the study, first, it was found that the achievement motivation of university students had a significant positive effect on self-esteem, a parameter. Second, it was found that the achievement motivation of university students had a significant negative effect on depression. Third, in the relationship between achievement motivation and depression in university students, self-esteem, a parameter, was found to have a significant negative effect on depression, whereas achievement motivation did not have a significant effect on depression. In view of this, it was confirmed that self-esteem was completely mediated in the effect of achievement motivation of university students on depression. Based on the results of this study, the implications and limitations of this study were discussed, and support plans and follow-up studies for university students were suggested.

• Research in Mathematical Education
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• v.13 no.1
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• pp.31-48
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• 2009

Utilizing the path analysis method, the study explores the relationships among the influential factors in mathematics modeling academic achievement. The following conclusions are drawn: 1. Achievement motivation, creative inclination, cognitive style, the mathematical cognitive structure and mathematics modeling self-monitoring ability, those have significant correlation with mathematics modeling academic achievement; 2. Mathematical cognitive structure and mathematics modeling self-monitoring ability have significant and regressive effect on mathematics modeling academic achievement, and two factors can explain 55.8% variations of mathematics modeling academic achievement; 3. Achievement motivation, creative inclination, cognitive style, mathematical cognitive structure have significant and regressive effect on mathematics modeling self-monitoring ability, and four factors can explain 70.1% variations of mathematics modeling self-monitoring ability; 4. Achievement motivation, creative inclination, and cognitive style have significant and regressive effect on mathematical cognitive structure, and three factors can explain 40.9% variations of mathematical cognitive structure.

• Journal of The Korean Association For Science Education
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• v.11 no.1
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• pp.37-50
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• 1991

The CAI (Computer-Assisted Instruction) system for science teaching has been increasing both in quantity and in quality during the last two decades. However, science learning by computer has not played a leading role in the science teaching process. Therefore, the purpose of this study was to analyze the effectiveness of tutorial CAI programs according to the learner's characteristics such as sex, inquiry skills, attitudes toward science subject, logical thinking skills, achievement motivation, science content achievement in science teaching. One group pretest-posttest design was used as an experimental design. The three tutorial science CAI programs were used for thirty males and females selected in grade eight. According to the analysis of CAI achievement scores the female students showed significantly higher (P<0.05) than the male students. Also, one-way analysis of variance was used to investigate the effects of interaction between sex and achievement motivation. The significant difference on the effects of interaction between sex and achievement motivation has not found. The effects of tutorial CAI between logical thinking skills, attitudes toward science subject, inquiry skills, achievement motivation, science content achievement according to upper and lower levels were investigated by using the statistical analysis of one-way ANOVA. The results indicate that tutorial CAI might provides a good opportunities for the improvement of science achievement to the lower level students of attitudes toward science subject, inquiry skills, science content achievement.