Increased Learning Perceptions and Intrinsic Motivation to Learn with Educational Apps.: A South African Experience
Jordi Carenys
EADA Business School, Barcelona, Spain
Matt Davies
Aston Business School, UK
Marike Carter
University of Johannesburg, South Africa
Volume 17: 2022, pp. 29-58; ABSTRACT
Digital game-based learning has become popular in higher education. The primary reasons for its growing acceptance are the prevalence of learner-centred educational models and the engagement that digital games provoke in students. This study empirically evaluates the effectiveness of an educational app regarding intrinsic motivation for and perception of learning in first-year diploma accounting students at a South African university. The study is based on students’ self-reported data on their perception of learning and on the motivational dimensions of the ARCS model (Attention, Relevance, Confidence, and Satisfaction). After using the app, the motivational dimension with the most favourable effect on intrinsic motivation for learning was Satisfaction, while the one showing the lowest effect was Attention. The study also showed that perception of learning favourably influenced students’ intrinsic motivation. The study helps educators who are implementing educational apps to gain better insight into their use and effectiveness.
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