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Effects of personalized narration on learner motivation in a Web-based environment.

机译：在基于Web的环境中，个性化叙述对学习者动机的影响。

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摘要

As technology advances, online instruction has the capabilities to create and present the environment of modalities and interactivity found within the traditional classroom. The learner's experiences within Web-based courses can serve to either increase or decrease motivation. Conversational narration is one strategy that can be used in Web-based learning to increase immediacy and affect motivation. This study examined the effect of personalized narration on learner motivation in a Web-based environment. Using a mixed methods design, participants completed a portion of Richmond's motivation scale to determine initial motivation levels. Following this, participants accessed a Web-based module that contained either personalized narration or formal narration. Upon completion of the module, participants once again completed the same portion of Richmond's motivation scale, as well as selected items from Gorham's Verbal Immediacy Behaviors Scale and a set of open-ended questions. Data analysis included results from t tests as well as triangulation from qualitative data. Research findings indicated that there was no statistically significant difference (p.05) in motivation scale rating for either the control group or the treatment group from the presurvey to the post survey. Findings for the immediacy scales were mixed. There was no statistically significant difference (p=.11) between the treatment group and the control group for the immediacy factors of use of humor, asking questions, personal examples and personalized language (the use of "we" or "our"). Participants in the study had diverse opinions and perceptions about personalized narration, and were also able to explain aspects and factors of their motivation. Additionally, they accurately described and advocated for social presence, an indicator of immediacy, in the Web-based environment. The study determined that personalized narration did not increase motivation; however, immediacy can be increased through the use of multimedia and personalized narration in the Web-based environment.
机译：随着技术的进步，在线教学具有创建和展示传统教室中模态和互动环境的能力。学习者在基于Web的课程中的经验可以增加或减少动力。会话旁白是一种可用于基于Web的学习中以增加即时性和影响动力的策略。这项研究研究了基于Web的环境中个性化叙述对学习动机的影响。使用混合方法设计，参与者完成了Richmond的部分动机量表，以确定初始动机水平。此后，参与者访问了一个基于Web的模块，其中包含个性化叙述或正式叙述。完成本模块后，参与者再次完成了里士满动机量表的相同部分，以及高汉姆的“言语直接行为量表”和一系列开放性问题。数据分析包括t检验的结果以及定性数据的三角剖分。研究发现表明，从调查前到调查后，对照组或治疗组的动机量表评分均无统计学意义（p <.05）。即时量表的发现参差不齐。在治疗组和对照组之间，使用幽默，提问，个人实例和个性化语言（使用“我们”或“我们的”）的直接因素在统计学上没有显着差异（p = .11）。该研究的参与者对个性化叙述有多种见解和看法，还能够解释其动机的方面和因素。此外，他们在基于Web的环境中准确地描述并倡导社交存在，这是即时性的指标。研究确定个性化叙事并没有增加动机。但是，可以通过在基于Web的环境中使用多媒体和个性化旁白来提高即时性。

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  • 作者

    Fazioli, Mark P.;

  • 作者单位

    Capella University.;

  • 授予单位 Capella University.;
  • 学科 Education Educational Psychology.;Education Technology of.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 143 p.
  • 总页数 143
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育心理学;
  • 关键词

  • 入库时间 2022-08-17 11:38:28

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