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Title:
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IS PERFORMANCE INFLUENCED BY AUTONOMOUS VS CONTROLLED MOTIVATION IN MULTITASKING? |
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Author(s):
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Marie-Paul Senecaut, Joke Coens and Geraldine Clarebout |
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ISBN:
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978-972-8939-45-8 |
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Editors:
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Inmaculada Arnedillo Sánchez and Pedro Isaías |
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Year:
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2011 |
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Edition:
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Single |
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Keywords:
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Mobile learning, multitasking, motivation |
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Type:
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Poster/Demonstration |
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First Page:
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301 |
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Last Page:
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303 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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Mobile learning is gaining importance in education. Learning no longer binds students to one place. Studying anytime and anywhere (Maag, 2006; Motiwalla, 2007) allows students to learn while performing another activity (Laing & Wootton, 2007), which leads to multitasking. Psychological research done mainly in artificial settings, suggests that performance will decline. Results in recent more ecological tests, where learning with a mobile device is secondary to another task, do not always follow this pattern (Doolittle & Mariano, 2008; Clarebout, Coens, & Elen, 2008; Coens, Clarebout & Reynvoet, 2009b). Among several possible explanations motivation could possibly influence performance. Checking this is the aim of this experiment. We will determine participants autonomous vs controlled motivation (Self-Determination Theory, Deci & Ryan, 1985) for learning Spanish words and for driving in a simulator using an adaptation of the Academic Regulation Scale (Ryan & Connell, 1989) as found in Vansteenkiste, Sierens, Soenens, Luyckx, & Lens (2009). We expect that participants who are highly autonomously motivated and lowly controlled motivated will show the best performance. Tests are scheduled for November till December 2010, so results will be available by Spring of 2011. As young people multitask more and more, it would be of great value if we could find what influences their performance when multitasking. This knowledge may help educators in their search for more efficient learning. |
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