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The interplay between cognitive and motivational variables in a supportive online learning system for secondary physical education
ARTICLE

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Computers & Education Volume 58, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

A path model was used to test the unique and interactive effects of cognitive and motivational variables when learning in a supportive online learning system, Collaborative Inquiry System (CIS). In this student-centered learning environment, students interact with computer simulations and are assisted by online scaffolds intended to help them learn complex scientific concepts. The present study also explored the relationships between students’ motivational, cognitive, and metacognitive strategy use and online performance. In total, 178 tenth-grade students participated in the study. The statistical analyses revealed that students’ learning goals and cognitive preferences predicted metacognitive strategy use and later influenced their performance. Prior knowledge is a predictor of neither metacognitive strategy use nor learning goals and need for cognition, but is nevertheless an important determinant of online performance. Discussions on how to accommodate the different needs of students with varying levels of prior knowledge, goal orientation, and cognitive preference in a supportive learning system are provided based on the results.

Citation

Chen, C.H. & Wu, I.C. (2012). The interplay between cognitive and motivational variables in a supportive online learning system for secondary physical education. Computers & Education, 58(1), 542-550. Elsevier Ltd. Retrieved November 17, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2011.09.012

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