16,776 research outputs found

    Motivation Modelling and Computation for Personalised Learning of People with Dyslexia

    Get PDF
    The increasing development of e-learning systems in recent decades has benefited ubiquitous computing and education by providing freedom of choice to satisfy various needs and preferences about learning places and paces. Automatic recognition of learners’ states is necessary for personalised services or intervention to be provided in e-learning environments. In current literature, assessment of learners’ motivation for personalised learning based on the motivational states is lacking. An effective learning environment needs to address learners’ motivational needs, particularly, for those with dyslexia. Dyslexia or other learning difficulties can cause young people not to engage fully with the education system or to drop out due to complex reasons: in addition to the learning difficulties related to reading, writing or spelling, psychological difficulties are more likely to be ignored such as lower academic self-worth and lack of learning motivation caused by the unavoidable learning difficulties. Associated with both cognitive processes and emotional states, motivation is a multi-facet concept that consequences in the continued intention to use an e-learning system and thus a better chance of learning effectiveness and success. It consists of factors from intrinsic motivation driven by learners’ inner feeling of interest or challenges and those from extrinsic motivation associated with external reward or compliments. These factors represent learners’ various motivational needs; thus, understanding this requires a multidisciplinary approach. Combining different perspectives of knowledge on psychological theories and technology acceptance models with the empirical findings from a qualitative study with dyslexic students conducted in the present research project, motivation modelling for people with dyslexia using a hybrid approach is the main focus of this thesis. Specifically, in addition to the contribution to the qualitative conceptual motivation model and ontology-based computational model that formally expresses the motivational factors affecting users’ continued intention to use e-learning systems, this thesis also conceives a quantitative approach to motivation modelling. A multi-item motivation questionnaire is designed and employed in a quantitative study with dyslexic students, and structural equation modelling techniques are used to quantify the influences of the motivational factors on continued use intention and their interrelationships in the model. In addition to the traditional approach to motivation computation that relies on learners’ self-reported data, this thesis also employs dynamic sensor data and develops classification models using logistic regression for real-time assessment of motivational states. The rule-based reasoning mechanism for personalising motivational strategies and a framework of motivationally personalised e-learning systems are introduced to apply the research findings to e-learning systems in real-world scenarios. The motivation model, sensor-based computation and rule-based personalisation have been applied to a practical scenario with an essential part incorporated in the prototype of a gaze-based learning application that can output personalised motivational strategies during the learning process according to the real-time assessment of learners’ motivational states based on both the eye-tracking data in addition to users’ self-reported data. Evaluation results have indicated the advantage of the application implemented compared to the traditional one without incorporating the present research findings for monitoring learners’ motivation states with gaze data and generating personalised feedback. In summary, the present research project has: 1) developed a conceptual motivation model for students with dyslexia defining the motivational factors that influence their continued intention to use e-learning systems based on both a qualitative empirical study and prior research and theories; 2) developed an ontology-based motivation model in which user profiles, factors in the motivation model and personalisation options are structured as a hierarchy of classes; 3) designed a multi-item questionnaire, conducted a quantitative empirical study, used structural equation modelling to further explore and confirm the quantified impacts of motivational factors on continued use intention and the quantified relationships between the factors; 4) conducted an experiment to exploit sensors for motivation computation, and developed classification models for real-time assessment of the motivational states pertaining to each factor in the motivation model based on empirical sensor data including eye gaze data and EEG data; 5) proposed a sensor-based motivation assessment system architecture with emphasis on the use of ontologies for a computational representation of the sensor features used for motivation assessment in addition to the representation of the motivation model, and described the semantic rule-based personalisation of motivational strategies; 6) proposed a framework of motivationally personalised e-learning systems based on the present research, with the prototype of a gaze-based learning application designed, implemented and evaluated to guide future work

    Possible selves, vision, and dynamic systems theory in second language learning and teaching

    Get PDF
    The key purpose of this thesis was to study how vision and possible selves motivate second language (L2) learners in their learning, and the way non-linear and dynamic patterns are exhibited in motivated L2 behaviours. The thesis consists of four studies that investigated the motivation of different target populations (secondary and university learners, and Christian Language Professionals) by using a variety of research methodologies, including retrodictive qualitative modelling (RQM), mixed methods approach, qualitative in-depth interviews and intervention. In Studies I and IV, the motivational trajectories of secondary school students and Christian Language Professionals were explored through the lens of dynamic systems theory (DST). In Study I, using retrodictive qualitative modelling (RQM), in which the conventional research data collection methodology was reversed, the results showed that seven learner archetypes exist in the teachers’ minds, and different unique motivational trajectories known as signature dynamics (with different combinations of attractor states) are present in the learners’ systems. The strength and weaknesses in applying the RQM model were identified. Study IV explored the developments of vision in four CLP through in-depth interviews and three different vision integration patterns were revealed: ‘fully integrated as a person’, ‘fully integrated Ideal CLP Self’, and ‘partially integrated CLP Self’. Study II examined the interrelationships among various sensory capacities (visual and auditory), imagery capacities, future self-guides and criterion measures in two target languages (English and Mandarin) in 172 Year-8 secondary school students in Hong Kong. Using both questionnaires and post-survey focus group interviews, it was found that learners’ future self-guides are endowed with visual, auditory and imagery capacities as the main components. Study III investigated the effects of an imagery-training intervention on the quantitative and qualitative change of possible L2 self-guides in 80 second-year science university students. A significant increase in the Ideal L2 Self and a significant decrease in the Feared L2 Self were shown, which suggested that the intervention has positive effects on learners’ future self-guides. In summary, the results from the collection of studies showed the different characteristics, effects, and motivational forces of vision and possible selves in the complex world of L2 learning and teaching. Along with the insights of the complex dynamic interplay between the factors in L2 learning and teaching, I have built a strong case for vision and possible selves as key motivational tools in the L2 classroom

    Fluctuations in Learners’ Willingness to Communicate During Communicative Task Performance: Conditions and Tendencies

    Get PDF
    A person’s willingness to communicate (WTC), believed to stem from a combination of proximal and distal variables comprising psychological, linguistic, educational and communicative dimensions of language, appears to be a significant predictor of success in language learning. The ability to communicate is both a means and end of language education, since, on the one hand, being able to express the intended meanings in the target language is generally perceived as the main purpose of any language course and, on the other, linguistic development proceeds in the course of language use. However, MacIntyre (2007, p. 564) observes that some learners, despite extensive study, may never become successful L2 speakers. The inability or unwillingness to sustain contacts with more competent language users may influence the way learners are evaluated in various social contexts. Establishing social networks as a result of frequent communication with target language users is believed to foster linguistic development. WTC, initially considered a stable personality trait and then a result of context-dependent influences, has recently been viewed as a dynamic phenomenon changing its intensity within one communicative event (MacIntyre and Legatto, 2011; MacIntyre et al., 2011). The study whose results are reported here attempts to tap into factors that shape one’s willingness to speak during a communicative task. The measures employed to collect the data - selfratings and surveys - allow looking at the issue from a number of perspectives

    Towards motivation modelling within a computer game based learning environment: an empirical study

    Get PDF
    This thesis addresses the issue as to how to model a student’s motivation when using a learning environment. Currently, this is considered as an important topic since a) motivation is regarded as key to successful learning by educationalists, b) those building computer-based learning environments are attempting to design in features that will assist in motivating learners while using their systems, c) researchers in the areas of intelligent learning environments (ILEs) and intelligent tutoring systems (ITSs) are looking for methods to detect a student’s motivation during their interaction with an adaptive system, and d) researchers in ITSs are looking for strategies that a learning environment could use to motivate a student or to scaffold his/her motivation. A well-founded model that partially explains the way in which motivation changes during an interaction with an ILE is potentially very valuable to these different goals. In particular, the model should prove to be of great benefit when creating learning environments that take into account the motivational aspects of the learners since it represents the process of how they are motivated through the use of an ILE. In this thesis the focus is on the construction of a learner’s motivational structure for an ILE grounded in the context of an educational game. The thesis reports the development of a qualitative model of the motivation of learners during their interaction with the ILE. One of the main issues is the specification of the context as the motivational structure of learners cannot be assumed to be the same in different contexts. A preliminary causal model showing the relationships between a learner’s motivational characteristics and features of the ILE was developed. Two computer-based research instruments were then built: a game prototype aiming to teach some concepts in databases (Alex’s Adventure) and a computer program (MoRes). Alex’s Adventure was developed in such a way that it included all features of the ILE presented in the model whereas the other parts of the model were implemented through MoRes. Six detailed case studies were performed in order to validate the preliminary model. The validation resulted in changes to the preliminary model which are believed to produce an improved model. The analysis also resulted in a number of key points and condition–action rules which are considered to be of use for the implementation of future adaptive computer systems that could manage and support learners. The thesis makes an original contribution to the Artificial Intelligence in Education (AIED) community, particularly in terms of the method of case study analysis and the new model of motivation

    Explaining motivation in language learning: a framework for evaluation and research

    Get PDF
    Researching motivation in language learning is complex and multi-faceted. Various models of learner motivation have been proposed in the literature, but no one model supplies a complex and coherent framework for investigating a range of motivational characteristics. Building on previous models I propose such a methodological framework, based on a complex dynamic systems perspective, which re-conceptualises the investigation of motivation in SLA in qualitative and mixed method approaches by offering one flexible tool for case study approaches. This new framework has been tried and tested in three locations in England and reported as case studies. The study aimed to address the following research questions: (1) in what ways does CLIL impact on learner motivation? (2) what are the main elements of CLIL that enhance motivation? Overall analysis of the results found that where expectations of success were high and where the teaching was effective, CLIL had a positive impact on motivation and progress. The framework is designed to be flexible enough to be used to investigate language learning in a range of national contexts. It is hoped that the proposed framework, reported here together with exemplification and commentary from the English study, will enable researchers in a wide range of language learning contexts to investigate learner motivation in a systematic and in-depth manner

    Possible selves, vision, and dynamic systems theory in second language learning and teaching

    Get PDF
    The key purpose of this thesis was to study how vision and possible selves motivate second language (L2) learners in their learning, and the way non-linear and dynamic patterns are exhibited in motivated L2 behaviours. The thesis consists of four studies that investigated the motivation of different target populations (secondary and university learners, and Christian Language Professionals) by using a variety of research methodologies, including retrodictive qualitative modelling (RQM), mixed methods approach, qualitative in-depth interviews and intervention. In Studies I and IV, the motivational trajectories of secondary school students and Christian Language Professionals were explored through the lens of dynamic systems theory (DST). In Study I, using retrodictive qualitative modelling (RQM), in which the conventional research data collection methodology was reversed, the results showed that seven learner archetypes exist in the teachers’ minds, and different unique motivational trajectories known as signature dynamics (with different combinations of attractor states) are present in the learners’ systems. The strength and weaknesses in applying the RQM model were identified. Study IV explored the developments of vision in four CLP through in-depth interviews and three different vision integration patterns were revealed: ‘fully integrated as a person’, ‘fully integrated Ideal CLP Self’, and ‘partially integrated CLP Self’. Study II examined the interrelationships among various sensory capacities (visual and auditory), imagery capacities, future self-guides and criterion measures in two target languages (English and Mandarin) in 172 Year-8 secondary school students in Hong Kong. Using both questionnaires and post-survey focus group interviews, it was found that learners’ future self-guides are endowed with visual, auditory and imagery capacities as the main components. Study III investigated the effects of an imagery-training intervention on the quantitative and qualitative change of possible L2 self-guides in 80 second-year science university students. A significant increase in the Ideal L2 Self and a significant decrease in the Feared L2 Self were shown, which suggested that the intervention has positive effects on learners’ future self-guides. In summary, the results from the collection of studies showed the different characteristics, effects, and motivational forces of vision and possible selves in the complex world of L2 learning and teaching. Along with the insights of the complex dynamic interplay between the factors in L2 learning and teaching, I have built a strong case for vision and possible selves as key motivational tools in the L2 classroom

    Self regulated learning: a review of literature

    Get PDF

    Engaging low skilled employees in workplace learning : UK Commission for Employment and Skills Evidence Report no. 43

    Get PDF
    The Employee Demand study (UKCES, 2009) highlighted the significant barriers to learning that are faced by a number of UK employees. This report sets out the findings of a study into the motivators and barriers to participation in workplace learning by low skilled employees. Employees in low skilled jobs are a group which has been overlooked in previous research. The study was carried out by the Employment Research Institute (ERI) at Edinburgh Napier University on behalf of the UK Commission for Employment and Skills (the UK Commission). The report presents the results of a survey of both employee and employer views on participation in workplace learning in the care sector in north east England and the hotel sector in Yorkshire and Humberside. As well as a standard survey, the report also outlines the stated preference approach adopted. The stated preference approach allows employees to consider a hypothetical case of participation in workplace learning. Employees were given choices of combinations of job and learning related factors that might affect their preference for or against workplace learning. In conclusion, the report suggests many positive features which employers, individuals and policy makers could build on in developing the skills of people in low skilled jobs, which is important in securing our competitive advantage in the long term
    • 

    corecore