Anderson, Murphy, Pesce, Solomon 2012 Facilitating engagement in online learningHow can determined student expectations facilitate Engagement in a VIRTUAL ENVIRONMENT?MElika Anderson, artevia murphy, Jean Pesce, barbara solomonUniversity of South carolinA

Abbreviated Title: Facilitating engagement in virtual environments. Last Date of Revision: 23 May 2012

Keywords

Virtual environment, facilitating engagement, motivating students

Abstract

The purpose of this research is to evaluate students expectations based on motivational factors. The fact that many students in virtual classes fail to successfully complete the coursework is the impetus for finding what would motivate them to do so. Although contemporary students are drawn to technology, there are other factors involved when the technology is used for educational purposes. Therefore, it is imperative for school systems to find what does and does not motivate students to complete their online courses. In this study, 100 7th grade students and one teacher in a mid-sized southern coastal urban school participate in playing the game, Oregon Trail. Pre- and post-surveys were constructed to determine students expectations and motivational factors before and after playing the game. The results show that the students feel that motivation to participate in a virtual educational game is provided by extrinsic rewards, such as pizza or money, and feedback from teachers. After this experience, the students will feel it is very important to be self-motivated and have high expectations when participating in a Virtual Environment.

IntroductionThis study design is based upon the expectancy-value theory. The foundation of this theory is centred upon development and modification of attitudes based on assessments of attitudes and beliefs. This study evaluates how setting student expectations through the use of intrinsic and extrinsic motivational factors affect their level of online engagement in a virtual environment.The information being sought is as follows: What are common students affective expectations in virtual courses? What are common students cognitive expectations in a virtual environment? What current options are available to offer students in a virtual environment? Which options elicit the most favorable responses to specific types of expectations?Literature ReviewIn review of studies for learning in virtual environments that addressed motivational factors and students expectations towards online learning, we were able to identify that the body of research in this area is quite extensive, especially within the past few years. I would credit growth in research to the correlated growth and increase of technology usage and virtual learning tools integrated into the educational curriculum. In expectancy-value theory, "effort" is identified as the major measurable motivational outcome. For "effort" to occur, two necessary prerequisites are specified: (1) the person must value the task and (2) the person must believe he or she can be successful at completing the task. In an instructional setting the goal of an assignment needs to be presented in a clear, engaging and meaningful way to each student. It must also be presented in an encouraging manner, implanting positive expectations for the completion of the objectives. Recent motivational research focuses on identifying affective techniques for enhancing instructional design and improving the management of both traditional and virtual learning settings. Instructional design goes beyond meeting students needs, but rather pushes to identify and surpass the needs of our diverse student populations (Wlodkowski, 1981). Researchers of learner-motivation are finding that many of the theories that proved effective in the working-world can be applied to education models to enhance the teaching-learning environment. One such model is the ARCS Model of Motivational Design. This model was developed by John M. Keller of Florida State University. The ARCS Model of Motivational Design is well-known and accepted. Deceptively simple, this model is a powerful amalgamation of various motivational theories, especially expectancy-value theory. The ARCS Model identifies four essential strategy categories for motivating instruction: [A]ttention strategies to peak and hold learner curiosity and interest; [R]elevance strategies that associate to learners' wants, interests, and motives; [C]onfidence strategies that encourage students to develop positive expectations for success; and [S]atisfaction strategies that give extrinsic and intrinsic support for effort.

Keller further breaks down each ARC category into three subcomponents.ARCS Model of Motivational Design

ATTENTIONPurposeExample

Perceptual Arousalprovide a visual or auditory surprise, a hook or something to create uncertainty. The teacher places a sealed box covered with question marks on a table in front of the class. Inside is a model of a covered wagon.

Inquiry Arousalpeak curiosity by asking questions.The teacher presents a problem and asks the class to brainstorm possible solutions based on what they have learned in the lesson.

Variabilityinclude enough different methods and media to meet students' diverse and differentiated needsAfter detailing and reviewing each step in the process on the overhead projector, the teacher divides the class into teams and assigns each team a set of practice problems

RELEVANCEPurposeExample

Goal Orientationpresent the objectives and expectations for success related to the assignment.The teacher explains the objectives, all assignments and responsibilities, as well as the different levels rewards (extrinsic) of the Oregon Trail term project.

Motive Matchingmatch objectives to student needs and motives.The teacher allows the student groups to periodically present their progress in the game. Groups may chose the format for the presentation; written or oral to accommodate different learning needs and styles.

Familiaritypresent content in ways that are understandable and that are related to the learners' experience and values.The teacher asks the students to provide examples from their lives in common with the game. Has anyone here ever travelled on any part of the Oregon Trail? Has anyone ever eaten rabbit stew?

CONFIDENCEPurposeExample

Learning Requirementsinform students about learning and performance requirements and assessment criteria.The teacher provides students with a list of assessment criteria for term group project and shows PHOTOGRAPHS of last years END OF TERM PARTY!

Success Opportunities:provide challenging and meaningful opportunities for successful learning.The teacher allows the students to practice extracting and summarizing information from various sources to supplement their prior knowledge and improve their scores in the game.

Personal Responsibilitylink learning success to students' personal effort and ability.The teacher makes sure every group and well as individual student is given written and verbal feedback on the quality of their performance, giving credit to all for their effort.

SATISFACTIONPurposeExample

Intrinsic Reinforcementencourage and support intrinsic enjoyment of the learning experience.The teacher invites former students to provide testimonials on how learning these skills helped them with subsequent homework and class projects

Extrinsic Rewardsprovide positive reinforcement and motivational feedback.The teacher awards certificates to student groups as they master each level of the game. At the end of the term ALL students attend a group PIZZA PARTY or OREGON themed Western BBQ (Theme is determined by student vote! )

Equitymaintain consistent standards and consequences for success.After the term project has been completed, the teacher provides feedback/grade using the criteria described in class and agreed on by the student groups prior to the project start.

Kurubacak & Baptiste (2003) focused on describing online learning attitudes, beliefs, and expectations for College of Education students. This study attributed intrinsic motivational factors such as the students having a positive attitude towards the success for online learning. It highlighted both positive and negative beliefs, expectations, and attitudes towards online learning. However the article suggests that establishing student expectations and addressing their needs and concerns coupled with an increase in human interaction and collaboration can enhance the students experiences. Kim (2012) presents guidelines for addressing students affective and motivational needs in order to promote personalized learning in an online remedial mathematics course. The article highlighted the use of emotional scaffolding and use of the motivational design model as an intrinsic motivational factor that influences the students attitudes towards successful engagement in online lessons. The extrinsic values discussed in the research attributed to increasing students engagement levels through making the learning experience useful and applicable to them. Materials and methodsA pre-Survey-will be administered to determine students prior expectations and motivational factors before playing the game, Oregon Trail A post-survey-will then be administered to determine if there were any changes of the students expectations and motivational factors after play the game, Oregon Trail. These surveys will be used to see if there were any significant differences on students expectations and motivational factors after playing the virtual game, Oregon Trail. Students will receive the consent from their parents to participate in both surveys. All students will be approved to participate in the surveys. ParticipantsThe participants of this study include a total of 100 7th grade students and one teacher. The selected school was mid-sized and housed 7th and 8th graders in an urban setting. The school was located in a southern coastal state. The students selected were enrolled in 4 different class sections. As a control, all of the class sections were taught by the same teacher. The twenty five (25) students per class section were divided into five (5) teams of five (5) students each. Each class section (made up of 5 groups of 5 students) met for nine weeks duration for a 90 minute block of instruction. The learning environment was blended in nature in that students participated face to face as well as in a synchronous collaborative virtual environment. ProceduresEach of the students will have to complete a pre-survey as well as a post-survey that demonstrates the students expectations based on motivational factors in a virtual environment and their feelings toward a virtual environment after the game (assignment) has been completed with the consent from their parents. The name of the game used in the virtual classroom is called, Oregon Trail and it is an online collaborative game that teaches students about life as a 19th century pioneer. In the game, the students had to survive as they work with each other collaboratively traveling from Independence, Missouri, all the way to Oregons Willamette Valley over the Oregon Trail in a wagon. By surviving, students have to find food by hunting wild animals to add to their food reserves. Throughout the game, members of the party could die due to lack of food, illness and diseases. The points are rewarded based on how many members remain alive the entire course, how much cash they had on hand, and their remaining possessions. Data Collection & AnalysisBefore the teacher executed the game for all 4 groups, the students completed a pre-survey. The pre-survey contained questions for the students based on the students expectations and motivational factors that they had prior to playing the game. The survey used a four point Likert scale that measured whether students strongly disagreed (1), disagreed (2), agreed (3), and strongly agreed (4) with the questions. There was also another scale that was used to determine the importance of each of the questions on a scale from 1-4 that showed whether students felt that the question was very unimportant (1), unimportant (2), important (3), and very important (4). According to the pre-survey, this survey determined the students satisfaction with their prior experiences, knowledge, and learning styles in a virtual environment and factors that motivated them. The students then received a tutorial from the teacher on how to increase their confidence in the game and how to obtain a successful outcome. Once the game was completed, students then had to fill out the post-survey to determine if the students prior views concerning learning in a virtual environment changed any. MotivationQuestions/Statements

Strongly DisagreeDisagreeAgreeStrongly Agree

MQ1-I have good experiences in a VE.10%-Before5%-After20%-Before5%-After30%-Before40%-After40%-Before50%-After

MQ2-I am motivated to participate in a VE only when the subject is interesting and practical.40%-B45%-A25%-B25%-A15%-B10%-A20%-B20%-A

MQ3-Im more motivated participate in online learning if I can win a pizza party or money. 15%-B20%-A25%-B20%-A20%-B25%-A40%-B35%-A

MQ4-Classes in virtual settings are challenging.20%-B5%-A30%-B20%-A20%-B25%-A30%-B50%-A

MQ5-My teacher helps motivate me to be more engaged in virtual environments. 1%-B2%-A2%-B3%-A17%-B10%-A80%-B85%-A

Value (Perceived)Questions/Statements

Very UnimportantUnimportantImportantVery Important

VQ1-To what level of importance is self-motivation a part of VE?5%-B5%-A5%-B5%-A20%-B15%-A70%-B75%-A

VQ2-The amount of time spent in a VE affects your motivation.5%-B10%-A25%-B15%-A30%-B35%-A40%-B40%-A

VQ3-Competition against others when playing virtual games affect your motivation.7%-B2%-A8%-B3%-A30%-B35%-A55%-B60%-A

VQ4-How do you view the importance of immediate feedback in a VE?5%-B5%-A10%-B10%-A25%-B20%-A60%-B65%-A

VQ5-How do you rank the level of importance of your expectations in a VE?4%-B2%-A6%-B3%-A20%-B20%-A70%-B75%-A

Table 1 Anticipated Responses to Survey QuestionsData analysisAs evident in the data in Table 1 above and Table 2 below there were differences in the perception of motivation and the value or importance of motivation from pre- to post-participation in the online game. On the Motivation Questions, the most significant change of 20% more who Strongly Agree occurred in the response to MQ #4 (Classes in virtual settings are challenging.) Another move toward Strongly Agree of 10% for MQ #1 (I have good experiences in a VE) also was significant since the initial responses were already high at 40% of the total for that question. This was a slightly different for MQ #3(Im more motivated to participate in online learning if I can win a pizza party or money) which was initial high at 40% but was reduced to 35% after participation. The highest Strongly Agree response both pre- and post-participation was on MQ #5 (My teacher helps motivate me to be more engaged in virtual environments.) which was initially 80% and later increased by 5%. With regard to the Value Questions, there were some slight changes to the positive but most responses began very close to the Very Important rating before participating with both VQ1 (To what level of importance is self-motivation a part of VE?) and VQ5 (How do you rank the level of importance of your expectations in a VE?) at 70%. The other VQ responses were moderately (40%) to moderately high (60%) towards the Very Important rating. In summary, we generally expect this to indicate that students feel they are motivated by various factors when working online. Experiences with VEs are expected to be mostly positive for these students with the addition of feeling challenged (therefore engaged) after this experience. They will feel very strongly that teachers are helpful in providing a positive experience in participating in virtual instruction and that they are much more motivated to participate in VEs with rewards they value, such as pizza parties or money. It is anticipated that they will feel it is very important to be self-motivated and have high expectations when participating in a VE. Feedback and competition may hold a moderate amount of value and the amount of time spent on VE assignments even less important. MotivationQuestions/StatementsStrongly DisagreeDisagreeAgreeStrongly Agree

MQ1-5%-15%+10%+10%

MQ2+5%0%-5%0%

MQ3+5%-5%+5%-5%

MQ4-15%-10%+5%+20%

MQ5+1%+1%-7%+5%

Value (Perceived)Questions/Statements

Very UnimportantUnimportantImportantVery Important

VQ10%0%-5%+5%

VQ2+5%-10%+5%+5%

VQ3-5%-5%+5%+5%

VQ40%0%-5%+5%

VQ50%0%-5%+5%

Table 2 - Mean Difference of responses Pre-Post

ResultsStatistical Results- There was not much significant difference from the pre-survey and post-survey except when it came to the views on good experiences in a virtual environment and the thought that classes in a virtual environment are challenging. In the pre-survey,70% of students stated they had good experiences in a virtual environment, and in the post-survey, 90% of students end up reporting that they had good experiences in a virtual environment after playing the game. The topic concerning how challenging the classes were in a virtual environment went from 50% to 75% agreeing that the game was challenging. DiscussionThis project was designed to help educators understand the pedagogical approach to establishing motivation factors to enhance the learning experience for students working in virtual learning environments. This study was conducted from a constructivist approach in the use of game-based learning to support authentic learning. The findings of this study will show how setting expectations through establishing motivational factors affect the level of engagements for students in a virtual environment.General Limitations and Assumptions This study only includes 7th graders from the middle school. A more comprehensive study would have included an evaluation of a group in each of the middle school grade listings. Additional demographic information about the students such as computer usage and gender, and the type of course they were enrolled in would have provided additional factors to establish better understanding of the group dynamics and how those factors may impact the results of the study. Another limitation of the study is that the survey questions were not tested for reliability or validity to determine if they were appropriate for the study. Further Directions and Experiments - This study has established a repeatable framework that can be expounded upon in future studies. In further development of this study, enhancements can be made by including questions that address frequency of computer usage and likelihood that the assignment would contribute to increasing students level of engagement within the virtual environment to compete the assignment. Implications / Significance of the Study The results of this study will have many implications for educators. This study can be used as a foundation for design, development, and implementation of virtual learning assignments. It can also serve as a guideline for establishing intrinsic and extrinsic motivational factors prior to engaging students in virtual learning experiences. This study prompts educator to ensure that expectations for learning are set in an effort to obtain an increased level of engagement for students working in groups to complete assignments in virtual environments. This project demonstrated how teams of students can collaborate with their classmates to effectively complete the game assignments and survive to the end.

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