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Technology Enhanced Learning in higher education; motivations, engagement and academic achievement

机译：技术加强高等教育学习;动机，参与和学术成就

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摘要

Technology Enhanced Learning (TEL) has become a common feature of Higher Education. However, research has been hindered by a lack of differentiation between usage and engagement and not recognising the heterogeneity of TEL applications. The current study aimed to assess the impact of emotional, cognitive and behavioural engagement with TEL on students' grades and to also look at how motivation levels differentially predict engagement across different types of TEL. In a sample of 524 undergraduate students, we measured engagement and usage of TEL, student learning motivations and self-report student grades. Our results indicate that intrinsic motivations predict engagement, whilst extrinsic motivations predict usage. Importantly, engagement was predictive of grades whereas usage was not. Furthermore, when TEL was broken down by type, the use of social media groups was a significant predictor of grade, whereas reviewing lecture slides/recordings, reading additional content and using course blogs/discussion boards were not. We conclude that a sole focus on usage of TEL is misleading. Implications for researchers and educators are discussed.
机译：技术增强学习（电话）已成为高等教育的共同特征。然而，在使用和参与之间缺乏差异而没有识别电话应用的异质性，研究已经受到阻碍。目前的研究旨在评估情绪，认知和行为接触与TEL对学生的成绩的影响，并看看动机水平如何差异地预测不同类型的电话的接触。在524名本科生的样本中，我们测量了电话，学生学习动机和自我报告学生成绩的参与和使用。我们的结果表明，内在动机预测接触，而外在动机预测使用。重要的是，订婚是预测成绩，而使用情况不是。此外，当电话被类型分解时，社交媒体组的使用是一个重要的级别预测因子，而审查讲座幻灯片/记录，阅读额外内容和使用课程博客/讨论板不是。我们得出结论，唯一关注电话的使用是误导性的。讨论了对研究人员和教育工作者的影响。

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