The Challenge of Motivation in e-Learning: Role of Anxiety
Raafat Saadé, Dennis Kira, Fassil Nebebe, Concordia University, Canada
Proceedings of the Informing Science and Information Technology Education Conference, ISSN 1535-0703 Publisher: Informing Science Institute
Anxiety, an emotional state, in elearning affects student’s performance beyond the technophobic state, due to the fact that there is more at stake in elearning. These anxieties not only occur with the online course content interaction, but also in terms of productivity, learning risk, social relationships, and overall well-being. In this study, we select intrinsic motivation as an outcome that is influenced by challenge and mediated by anxiety. 565 students participated in this study showing significant influence of challenge and anxiety on intrinsic motivation. However, anxiety did not mediate the influence of challenge on intrinsic motivation. The results were discussed and recommendations for future research are presented.
Saadé, R., Kira, D. & Nebebe, F. (2013). The Challenge of Motivation in e-Learning: Role of Anxiety. In E. Cohen & E. Boyd (Eds.), Proceedings of Proceedings of the Informing Science and Information Technology Education Conference 2013 (pp. 301-308). Informing Science Institute.
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Internet and Higher Education Vol. 41, No. 1 (April 2019) pp. 34–44
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