Abstract

Web 2.0 technologies have been widely applied for teaching and learning in recent years. Their potential impact on learning motivation and learner performance, however, has not attracted substantial research efforts. To better understand how Web 2.0 learning technologies might impact learners’ motivation in higher education classrooms, this study explored college students’ motivational and outcome processing based on the theory of Motivation, Volition, and Performance. Participants reported their perceptions after using Web 2.0 technologies for course projects. The findings revealed a significant regression model based on 224 valid cases and suggested that learners’ motivational processing could impact learners’ outcome processing that leads to continuous usage of Web 2.0 technologies. The findings also suggested that Web 2.0 technologies might be effective in stimulating learners’ attention and supporting their confidence during the learning process.

Citation

Huang, W. & Yoo, S. (2010). How Do Web 2.0 Technologies Motivate Learners? A Regression Analysis based on the Motivation, Volition, and Performance Theory. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1811-1819). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 11, 2024 from https://www.learntechlib.org/primary/p/35816/.

© 2010 Association for the Advancement of Computing in Education (AACE)

Keywords

• web 2.0