Motivation related predictors of engagement in mobile-assisted inquiry-based science learning

Stavros A. Nikou, Anastasios A. Economides

Research output: Chapter in Book/Report/Conference proceedingConference contribution book

1 Citation (Scopus)

Abstract

One of the major priorities of education systems nowadays is to promote Inquiry-Based Science Learning (IBSL). Research has shown that mobile learning can support and enhance inquiry-based science learning promoting learning achievement and motivation. However, engagement, as a consequence of motivation, in the context of mobile-Assisted inquiry-based science learning, has not been adequately investigated. The current study implements a collaborative mobile-Assisted inquiry-based science learning intervention in the context of secondary school science. The study is aiming at explaining and predicting student engagement in terms of the three motivational concepts of the Self-Determination Theory (SDT) of motivation: Autonomy, competence and relatedness. Data collected for 80 secondary school students and analyzed with structural equation modeling. The proposed model explains about 63% of the variance in students' engagement in mobile assisted inquiry-based science learning. Perceived autonomy was found to be the strongest predictor of engagement, followed by perceived relatedness. Based on the research findings, implications for practice and suggestions for future studies are also discussed.
LanguageEnglish
Title of host publicationProceedings of 2018 IEEE Global Engineering Education Conference (EDUCON)
Place of PublicationPiscataway, NJ
PublisherIEEE
Pages1222-1229
Number of pages8
ISBN (Electronic)9781538629574
DOIs
Publication statusPublished - 24 May 2018
Event2018 IEEE Global Engineering Education Conference - Santa Cruz de Tenerife, Spain
Duration: 17 Apr 201820 Apr 2018

Conference

Conference2018 IEEE Global Engineering Education Conference
Abbreviated titleEDUCON
CountrySpain
CitySanta Cruz de Tenerife
Period17/04/1820/04/18

Fingerprint

Students
science
learning
Education
secondary school
autonomy
student
self-determination
education system

Keywords

  • autonomy
  • collaboration
  • collaborative inquiry-based science learning
  • engagement
  • mobile learning
  • mobile-Assisted inquiry science education
  • motivation
  • self-determination theory
  • e-learning
  • education computing
  • students
  • inquiry-based science
  • mobile Learning
  • science education
  • self-determination theories
  • engineering education

Cite this

Nikou, S. A., & Economides, A. A. (2018). Motivation related predictors of engagement in mobile-assisted inquiry-based science learning. In Proceedings of 2018 IEEE Global Engineering Education Conference (EDUCON) (pp. 1222-1229). Piscataway, NJ: IEEE. https://doi.org/10.1109/EDUCON.2018.8363369
Nikou, Stavros A. ; Economides, Anastasios A. / Motivation related predictors of engagement in mobile-assisted inquiry-based science learning. Proceedings of 2018 IEEE Global Engineering Education Conference (EDUCON). Piscataway, NJ : IEEE, 2018. pp. 1222-1229
@inproceedings{0691d74e222a4f40825b5ca11051ea15,
title = "Motivation related predictors of engagement in mobile-assisted inquiry-based science learning",
abstract = "One of the major priorities of education systems nowadays is to promote Inquiry-Based Science Learning (IBSL). Research has shown that mobile learning can support and enhance inquiry-based science learning promoting learning achievement and motivation. However, engagement, as a consequence of motivation, in the context of mobile-Assisted inquiry-based science learning, has not been adequately investigated. The current study implements a collaborative mobile-Assisted inquiry-based science learning intervention in the context of secondary school science. The study is aiming at explaining and predicting student engagement in terms of the three motivational concepts of the Self-Determination Theory (SDT) of motivation: Autonomy, competence and relatedness. Data collected for 80 secondary school students and analyzed with structural equation modeling. The proposed model explains about 63{\%} of the variance in students' engagement in mobile assisted inquiry-based science learning. Perceived autonomy was found to be the strongest predictor of engagement, followed by perceived relatedness. Based on the research findings, implications for practice and suggestions for future studies are also discussed.",
keywords = "autonomy, collaboration, collaborative inquiry-based science learning, engagement, mobile learning, mobile-Assisted inquiry science education, motivation, self-determination theory, e-learning, education computing, students, inquiry-based science, mobile Learning, science education, self-determination theories, engineering education",
author = "Nikou, {Stavros A.} and Economides, {Anastasios A.}",
year = "2018",
month = "5",
day = "24",
doi = "10.1109/EDUCON.2018.8363369",
language = "English",
pages = "1222--1229",
booktitle = "Proceedings of 2018 IEEE Global Engineering Education Conference (EDUCON)",
publisher = "IEEE",

}

Nikou, SA & Economides, AA 2018, Motivation related predictors of engagement in mobile-assisted inquiry-based science learning. in Proceedings of 2018 IEEE Global Engineering Education Conference (EDUCON). IEEE, Piscataway, NJ, pp. 1222-1229, 2018 IEEE Global Engineering Education Conference, Santa Cruz de Tenerife, Spain, 17/04/18. https://doi.org/10.1109/EDUCON.2018.8363369

Motivation related predictors of engagement in mobile-assisted inquiry-based science learning. / Nikou, Stavros A.; Economides, Anastasios A.

Proceedings of 2018 IEEE Global Engineering Education Conference (EDUCON). Piscataway, NJ : IEEE, 2018. p. 1222-1229.

Research output: Chapter in Book/Report/Conference proceedingConference contribution book

TY - GEN

T1 - Motivation related predictors of engagement in mobile-assisted inquiry-based science learning

AU - Nikou, Stavros A.

AU - Economides, Anastasios A.

PY - 2018/5/24

Y1 - 2018/5/24

N2 - One of the major priorities of education systems nowadays is to promote Inquiry-Based Science Learning (IBSL). Research has shown that mobile learning can support and enhance inquiry-based science learning promoting learning achievement and motivation. However, engagement, as a consequence of motivation, in the context of mobile-Assisted inquiry-based science learning, has not been adequately investigated. The current study implements a collaborative mobile-Assisted inquiry-based science learning intervention in the context of secondary school science. The study is aiming at explaining and predicting student engagement in terms of the three motivational concepts of the Self-Determination Theory (SDT) of motivation: Autonomy, competence and relatedness. Data collected for 80 secondary school students and analyzed with structural equation modeling. The proposed model explains about 63% of the variance in students' engagement in mobile assisted inquiry-based science learning. Perceived autonomy was found to be the strongest predictor of engagement, followed by perceived relatedness. Based on the research findings, implications for practice and suggestions for future studies are also discussed.

AB - One of the major priorities of education systems nowadays is to promote Inquiry-Based Science Learning (IBSL). Research has shown that mobile learning can support and enhance inquiry-based science learning promoting learning achievement and motivation. However, engagement, as a consequence of motivation, in the context of mobile-Assisted inquiry-based science learning, has not been adequately investigated. The current study implements a collaborative mobile-Assisted inquiry-based science learning intervention in the context of secondary school science. The study is aiming at explaining and predicting student engagement in terms of the three motivational concepts of the Self-Determination Theory (SDT) of motivation: Autonomy, competence and relatedness. Data collected for 80 secondary school students and analyzed with structural equation modeling. The proposed model explains about 63% of the variance in students' engagement in mobile assisted inquiry-based science learning. Perceived autonomy was found to be the strongest predictor of engagement, followed by perceived relatedness. Based on the research findings, implications for practice and suggestions for future studies are also discussed.

KW - autonomy

KW - collaboration

KW - collaborative inquiry-based science learning

KW - engagement

KW - mobile learning

KW - mobile-Assisted inquiry science education

KW - motivation

KW - self-determination theory

KW - e-learning

KW - education computing

KW - students

KW - inquiry-based science

KW - mobile Learning

KW - science education

KW - self-determination theories

KW - engineering education

UR - https://ieeexplore.ieee.org/xpl/mostRecentIssue.jsp?punumber=8360187

U2 - 10.1109/EDUCON.2018.8363369

DO - 10.1109/EDUCON.2018.8363369

M3 - Conference contribution book

SP - 1222

EP - 1229

BT - Proceedings of 2018 IEEE Global Engineering Education Conference (EDUCON)

PB - IEEE

CY - Piscataway, NJ

ER -

Nikou SA, Economides AA. Motivation related predictors of engagement in mobile-assisted inquiry-based science learning. In Proceedings of 2018 IEEE Global Engineering Education Conference (EDUCON). Piscataway, NJ: IEEE. 2018. p. 1222-1229 https://doi.org/10.1109/EDUCON.2018.8363369