Nowadays, students often practice problem-solving skills in online learning environments with the help of examples and problems. This requires them to self-regulate their learning. It is questionable how novices self-regulate their learning from examples and problems and whether they need support. The present study investigated the open questions:…

Background: Developments in educational technology and learning analytics make it possible to automatically formulate and deploy personalized formative feedback to learners at scale. However, to be effective, the motivational and emotional impacts of such automated and personalized feedback need to be considered. The literature on feedback…

Background: Peer-to-peer feedback exchanges have been recognized as crucial to language learning. While studies on peer feedback proliferate, little is known about whether and how peer feedback is affected by learners' motivational levels. Objectives: Situated in a mobile collaborative learning context, the current study examined how English as a…

This study examines the influence of perceived social presence on online graduate students' value and expectancy beliefs. Forty-nine participants enrolled in an online teacher leadership graduate program completed questionnaires that measured perceived social presence and value and expectancy beliefs. A series of simple linear regression analyses…

Background: Students often show unfavourable attribution: they attribute poor school performance to stable factors such as lack of ability and good school performance to variable factors such as effort. However, attribution can be influenced by individualized digital re-attributional feedback leading to positive motivational effects and higher…

This exploratory experimental study investigates the impact of motivational strategies based on the Attention, Relevance, Confidence, Satisfaction, and Volition (ARCS-V) model on online learners' academic performance, motivation, volition, and course interest. The research was conducted over an 11-week semester with 122 undergraduate online…

Background: Digital game-based learning (DGBL) has the potential to provide a gender inclusive learning environment for children. Objective: The present study aimed to explore gendered differences among primary school learners in grades three, four, and five within the context of game-based fraction learning from cognitive, motivational and…

According to researches, motivation that initiates and sustains behaviour is one of the most significant components of learning in any environment. Accordingly, level of intrinsic motivation triggers and sustains the interest of the open and distance education students when it comes to learning on their own in e-learning environments. Despite a…

Over the last 5 years, massive open online courses (MOOCs) have increasingly provided learning opportunities across the world in a variety of domains. As with many emerging educational technologies, why and how people come to MOOCs needs to be better understood and importantly what factors contribute to learners' MOOC performance. It is known that…

The study was conducted to investigate the relation of adolescent students' mathematics motivation and achievement to their appropriate help-seeking and inappropriate guessing behaviour while using instructional software. High school students (n = 90) completed brief assessments of mathematics motivation and then worked with software for geometry…

Using mobile games in education combines situated and active learning with fun in a potentially excellent manner. The effects of a mobile city game called Frequency 1550, which was developed by The Waag Society to help pupils in their first year of secondary education playfully acquire historical knowledge of medieval Amsterdam, were investigated…