• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.9-17
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• 2021

This is a descriptive investigative study which attempts to confirm the mediating effect of learning motivation in the relationship between self-directed learning, learning commitment, and learning persistence intention of university students in an online learning environment. The questionnaires were randomly distributed online and the agreed questionnaires were retrieved, with a total of 338 copies used for analysis. The following is the summary of the findings. First, there were significant differences in learning persistence intention according to general characteristics depending on age, major, part-time job, and academic level. Second, the results showed a positive correlation between self-directed learning, learning commitment, learning motivation, and learning persistence intentions of the subjects were statistically significant. Third, after checking the mediating effect of learning motivation in relation to self-directed learning, learning commitment and learning motivation, the learning motivation has a partial mediating effect on learning and 23% explanatory power, and the learning commitment was found to have a complete mediating effect on the impact of learning motivation on learning intentions with 21% explanatory power. Based on these results, it is necessary to provide a more diverse educational environment, such as operating a motivation semester program that can improve learning motivations along with learning commitment, and the use of a variety of contents that can focus the learner's interest or attention.

• Educational Technology International
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• v.18 no.2
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• pp.101-129
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• 2017

This study attempted to collect learners' emotion and state motivation, analyze their inner states, and measure state motivation using a non-self-reported survey. Emotions were measured by learning segment in detailed learning situations, and they were used to indicate total state motivation with prediction power. Emotion was also used to explain state motivation by learning segment. The purpose of this study was to overcome the limitations of video-based learning environments by verifying whether the emotions measured during individual learning segments can be used to indicate the learner's state motivation. Sixty-eight students participated in a 90-minute to measure their emotions and state motivation, and emotions showed a statistically significant relationship between total state motivation and motivation by learning segment. Although this result is not clear because this was an exploratory study, it is meaningful that this study showed the possibility that emotions during different learning segments can indicate state motivation.

• The Journal of Korean Academic Society of Nursing Education
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• v.26 no.3
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• pp.238-247
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• 2020

Purpose: The purpose of this study was to identify the relationship between intrinsic motivation and learning outcomes of nursing college students who took the Fundamentals of nursing as a problem-based learning method. Methods: In this cross-sectional study, we identified the intrinsic motivations of 114 nursing students who completed problem-based learning using the Intrinsic Motivation Inventory. The t-test was conducted to identify differences according to intrinsic motivation, and correlation analysis was performed to confirm the relationship between intrinsic motivation and learning outcomes. Results: The group with higher intrinsic motivation showed higher scores in all domains of self-assessed learning outcomes than the lower group. It was the 'Relatedness with an instructor' that showed the highest correlation with the learning outcomes in the domains of intrinsic motivation. Conclusion: Problem-based learning is an effective learning method for cultivating the competencies needed for nurses. The intrinsic motivation of students is an important factor in the performance of problem-based learning. For the efficiency of problem-based learning, efforts should be made to develop and apply autonomy-supportive interventions that can enhance intrinsic motivation.

• Educational Technology International
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• v.7 no.1
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• pp.59-79
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• 2006

The purpose of this study is to measure the impact of motivation on academic achievement and satisfaction of adult learners in an e-Learning environment, and to come up with strategies to improve the effectiveness of e-Learning for adult learners. In order to find answer, devices were developed, tested for validity and reliability, and use for testing variables for 289 adult learners. To measure the impact of achievement motivation on learning in job training, a multiple regression analysis was performed. The analysis results show that achievement motivation has an impact on academic achievement with significance level .001, but does not have an impact on a learner's satisfaction. Further analyses on the subcategories of achievement motivation show that individual-oriented motivation affects achievement with significance level of .001, while social-oriented motivation does not. From this finding, some strategies to boost individual-oriented motivation are suggested to enhance effectiveness of job training in e-Learning environment. Further strategies to boost individual-oriented motivation should be developed by studying various aspects of e-Learning such as learning environments, learning culture, learning modes and methods, and evaluation.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.1
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• pp.16-23
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• 2013

Purpose: The purpose of this study was to examine the effects of intrinsic motivation and e-learning strategies on nursing students' learning satisfaction in blended e-learning environment. Method: The survey was performed with 111 undergraduate nursing students who have taken community health nursing in 1 university. The data was collected by questionnaires and were analyzed with the IBM SPSS statistics 20.0, using descriptive statistics, Pearson's correlation coefficient and multiple regression. Results: The mean score for intrinsic motivation was 3.25, for e-learning strategies, 3.56, and for learning satisfaction, 3.69. Significant positive correlation among intrinsic motivation, e-learning strategies, and learning satisfaction. The regression model explained 41.4% of learning satisfaction. Both intrinsic motivation and e-learning strategies were significant predictor of learning satisfaction. Conclusion: In order to improve the learners' learning achievement and learning satisfaction in blended e-learning environment, intrinsic motivation should be strengthen and e-learning strategies should be developed.

• Journal of Korea Society of Digital Industry and Information Management
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• v.19 no.3
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• pp.105-115
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• 2023

This study analyzed the effects of learning participation motivation and collaborative self-efficacy on knowledge sharing behavior in an online learning environment. Collaborative learning in the online learning environment took the initiative in team formation, learning topic selection, learning planning and execution, and reflection. Collaborative learning was operated as an extracurricular program, and a survey was conducted targeting students who finally completed all learning activities. The results of the study are as follows. First, goal-oriented motivation and self-Efficacy for group work, showed significant influence on knowledge sharing behavior. Second, activity-oriented motivation did not show a statistically significant effect relationship. Interpreting the analysis results, it can be judged that the higher the goal-oriented motivation and self-Efficacy for group work of students who performed collaborative learning in an online learning environment, the higher the willingness to share knowledge, skills, and information they know. This study explored the outcomes of collaborative learning conducted in an online learning environment. It is meaningful that the learner's learning participation motivation was identified and the effect of self-Efficacy for group work, which can be expressed in collaborative learning situations, on knowledge sharing behavior, which is a necessary behavior for group performance, is significant.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.447-457
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• 2015

This study has attempted to find the teaching methods for the elementary students with low science achievement by examining the differences of science learning motivation, academic stress and stress coping styles and the characteristics shown in the relationship between them. To achieve this, the differences of science learning motivation, academic stress and stress coping styles of the elementary students with low science achievement and their relationship was set up as a study problem. A science learning motivation using a science learning motivation questionnaire reconfigured with PALS along with underachievers diagnosis were measured targeting 660 elementary students located in Seoul. Using an academic stress questionnaire and stress coping style questionnaire, an academic stress and stress coping styles were measured. The results of analyzing the collected data are as follows. First, a science learning motivation of elementary students with low science achievement was lower than the general students but the academic stress was shown higher. Especially, the self-efficacy of science learning motivation was significantly lower and the school stress was highest. For stress coping styles, a tendency of passive and avoidment coping styles were shown higher than the general students. Second, among the science learning motivation of elementary students with low science achievement, the self-efficacy motivation and school stress have shown a negative correlation but had a positive correlation with the goal-oriented motivation centered on ability. In the correlation between the science learning motivation of elementary students with low science achievement and the stress coping styles, the pursuit of social support coping styles have shown a significant positive correlation with the science learning motivation and its subcategories. As a result of conducting a regression analysis on the influence of academic stress and stress copying styles on the science learning motivation of elementary students with low science achievement, among the academic stresses, the school stress was shown to have the biggest influence. Among the stress coping styles, the pursuit of social support coping styles had the biggest influence on the science learning motivation followed by active coping behaviors, passive and avoidment coping behaviors. Low science learning motivation as underachievement factors of elementary students with low science achievement was identified as having a relationship with high school stress and undesirable stress copying styles. Therefore, guidance and a program are required for the elementary student with low science achievement to have desirable stress coping methods on the stressful situations. In addition, for the improvement of science learning motivation, a learning environment is needed for the elementary students with low science achievement with seeking of relevant educational methods.

• Journal of Digital Convergence
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• v.7 no.1
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• pp.137-147
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• 2009

The main purpose of cyber home education in public sector is to promote public education and restrain expensive private education expenses. The primary purpose of this study is to explore the effects of motivation, immersion and tutor on the effectiveness of cyber home learning. The variables of motivation, immersion and tutor participation were incorporated in this study as follows: 1) tutor participation was classed as a single independent variable, which has interaction and also effects passion; 2) motivation and 3) immersion were classed as two mediatory variables: motivation which include relevance and confidence; and immersion which includes attention and controllability. 4) learning effect was classed as a single dependent variable of learning influence factor which has learning attitude and learning satisfaction. The results show that a tutor had a direct influence on the effects of the learners' study but motivation and immersion had an indirect influence on the effects of learners' study independently. Based on these findings a tutor should provide motivation and immersion with various learning methods and contents for learners to get maximum benefits from cyber home learning.

• International Journal of Contents
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• v.16 no.2
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• pp.78-91
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• 2020

In this study, an investigation was conducted into the influencing factors for the learning motivation of players in the game, including experience, vicarious experience, the need of achievement, the need of power, and mastery motivation. Then, a discussion was conducted regarding the role played by learning motivation, learning performance, and satisfaction with continuous use. A survey was conducted with 519 players, most at the intermediate gaming level in . As demonstrated by the results of this study, experience, vicarious experience, the need of power, and the mastery of motivation have significant positive association with the players' motivation of learning the game. Learning performance and satisfaction have a positive impact on the continuity of use. Additionally, the correlation between the need of achievement and learning motivation is insignificant. Overall, the research results confirm the significance of the social-cognitive theory relative to the learning motivation. Players began to transform, satisfied with their achievements in the game, as well as gradually evolving toward self-improvement to achieve satisfaction. It offers a new explanation and crucial reference for mastering the gaming trend among the contemporary players.

• Journal of Digital Convergence
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• v.6 no.1
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• pp.123-135
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• 2008

In this study it is aimed to find out the relationship between the effective factors on learning motivation of the digital textbook. To carry on such exploration the learning motivation theory of Keller has been taken as the theoretical background. This is an experimental research with the data collected from 310 students who took the digital textbook class in the computer-mediated environment. It is compared and verified whether the factors causing learning motivation of the ARCS model embedded in the offline class influence on learner's motivation and achievement. With the outcomes, it has been tried to find out some practical suggestions for the achievement of the digital textbook. The results of the data show that the learning motivation of the digital textbook is significantly influence on the learning achievement.