Generation of student interest in an inquiry-based mobile learning environment
Main Article Content
Abstract
A declining trend in adolescents’ interest in science learning and attitudes towards science-related careers has been reported during recent years. There has been a call for more motivating learning environments that inspire students to develop interest towards science. This study examines students’ interest development in STEM subjects in an ecologically valid setting during one school year and how features of the learning environment affect students’ generation of interest. In a quasi-experimental study design, one class of 7th grade (aged 12 to 13 years) students (N = 18) studied in an inquiry-based mobile learning environment that had a special emphasis on integrated curriculum. Interest variables were measured three times and focus group interviews were held twice during the school year. From a group of 113 students studying in an ordinary learning setting, a propensity score-matched control group of 18 students was selected based on general self-efficacy, intrinsic goal orientation, interest in technology, and web-user self-efficacy. Results from the quantitative analyses revealed only minor differences between the two groups. Results from the qualitative analyses indicate that students found the new environment to be interest generating, thus ascribing to the general idea and aim of the new environment, but also that the implementation was in many cases far from ideal, indicating that much of its potential was unrealized.
Article Details
How to Cite
Laine, E., Veermans, M., Lahti, A., & Veermans, K. (2017). Generation of student interest in an inquiry-based mobile learning environment. Frontline Learning Research, 5(4), 42–60. https://doi.org/10.14786/flr.v5i4.306
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References
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de Jong, T. (2006). Computer simulations: Technological advances in inquiry learning. Science, 312, 532-533. doi:10.1126/science.1127750
Drake, S. M., & Burns, R. C. (2004). Meeting standards through integrated curriculum. Alexandria, Va: Association for Supervision and Curriculum Development.
Eachus, P., & Cassidy, S. (2006). Development of the Web Users Self-Efficacy scale (WUSE), Issues in Informing Science and Information Technology Journal, 3, 199-209. Retrieved from: https://www.informingscience.org/Publications/883?Search=Development%20of%20the%20Web%20Users%20Self-Efficacy%20scale
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Furtak, E.M, Seidel, T., Iverson, H., Briggs, D. (2012). Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching: A Meta-Analysis. Review of Educational Research, 82(3), 300-329. doi: 10.3102/0034654312457206
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Harackiewicz, J. M., Smith, J. L., Priniski, S. J. (2016). The Importance of Promoting Interest in Education. Policy Insights from the Behavioral and Brain Sciences, 3(2), 220-227. doi: 10.1177/2372732216655542
Hidi, S. & Renninger, A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127. doi:10.1207/s15326985ep4102_4
Knogler, M., Harackiewicz, J. M., Gegenfurtner, A., & Lewalter, D. (2015). How situational is situational interest? Investigating the longitudinal structure of situational interest. Contemporary Educational Psychology, 43, 39-50. doi:10.1016/j.cedpsych.2015.08.004
Krapp, A., & Prenzel, M. (2011). Research on interest in science: Theories, methods, and findings. International Journal of Science Education, 33, 27-50. doi:10.1080/09500693.2010.518645
Lai, C. L., Hwang, G. J., Liang, J. C., & Tsai, C.-C. (2016). Differences between mobile learning environmental preferences of high school teachers and students in Taiwan: A structural equation model analysis. Educational Technology Research and Development, 64(3), 533-554. doi:10.1007/s11423-016-9432-y
Martin, M. O., Mullis, I. V. S., Foy, P., & Hooper, M. (2016). TIMSS 2015 International Results in Science. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College. Retrieved from: http://timssandpirls.bc.edu/timss2015/international-results/
Minner, D.D., Levy, A.J. & Century, J. (2010). Inquiry-based science instruction - what is it and does it matter? Results from a research synthesis years 1984 to 2002. J. Research in Science Teaching, 47, 474–496. doi:10.1002/tea.20347
Organisation for Economic Co-operation and Development. (2006). Evolution of Student Interest in Science and Technology Studies. Policy Report. Global Science Forum. Retrieved from: www.oecd.org/science/sci-tech/
Palmer, D. H. (2009). Student Interest Generated During an Inquiry Skills Lesson. Journal of Research in Science Teaching, 46, 147-165. doi:10.1002/tea.20263
Pedaste, M., Mäeots, M., Leijen, Ä., & Sarapuu, S. (2012). Improving students' inquiry skills through reflection and self-regulation scaffolds. Technology, Instruction, Cognition and Learning, 9, 81–95
Pedaste, M., Mäeots, M., Siiman L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C. & Tsourlidaki, E. (2015). Phases of inquiry-based learning: definitions and the inquiry cycle. Educational Research Review, 14, 47–61. doi: 10.1016/j.edurev.2015.02.003
Pintrich, P., Smith, D., Garcia, T. & McKeachie, W. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor, MI: National Center for Research to Improve Postsecondary Teaching and Learning. Retrieved from: https://archive.org/details/ERIC_ED338122
Potvin, P., & Hasni, A. (2014). Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research. Studies in Science Education, 50(1), 85-129. doi:10.1080/03057267.2014.881626
Renninger, K. A., & Hidi, S. (2011). Revisiting the conceptualization, measurement, and generation of interest. Educational Psychologist, 46, 168–184. doi:10.1080/00461520.2011.587723 doi: 10.1080/03057267.2014.881626
Renninger, K. A., Austin, L., Bachrach, J. E., Chau, A., Emmerson, M.S., King, B. R., Riley, K. R., Stevens, S. J. (2014). Going beyond whoa! That’s cool! Achieving science interest and learning with the ICAN Intervention. In S. Karabenick & T. Urdan (Eds.), Motivation-based learning interventions: Advances in motivation and achievement series (Vol. 18, 107–140). doi:10.1108/S0749-742320140000018003
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Rottinghaus, J. P., Larson, L. M., & Borgen, F. H. (2003) The relation of self-efficacy and interests: A meta-analysis of 60 samples. Journal of Vocational Behavior, 62, 221-236. doi:10.1016/S0001-8791(02)00039-8
Sha, L., Looi, C.-K., Chen, W. and Zhang, B.H. (2012), Understanding mobile learning from the perspective of self-regulated learning. Journal of Computer Assisted Learning, 28, 366–378. doi:10.1111/j.1365-2729.2011.00461.x
Tapola, A., Veermans, M., & Niemivirta, M. (2013). Predictors and outcomes of situational interest during a science learning task. Instructional Science, 41(6), 1047–1064. doi:10.1007/s11251-013-9273-6
Traxler, J., & Kukulska-Hulme, A. (2016). Introduction to the Next Generation of Mobile Learning. In J. Traxler, & A. Kukulska-Hulme (Eds.), Mobile Learning: The Next Generation. (pp. 1-10). London: Routledge. doi:10.4324/9780203076095
Vansteenkiste, M., Lens, W., & Deci, E. (2006) Intrinsic Versus Extrinsic Goal Contents in Self-Determination Theory: Another Look at the Quality of Academic Motivation. Educational Psychologist 41(1), 19-31. doi:10.1207/s15326985ep4101_4
doi:10.1007/978-1-4614-2018-7_13
Ainley, M., & Ainley, J. (2015). Early Science Learning Experiences: Triggered and Maintained Interest. In K. A. Renninger, M. Nieswandt, S. Hidi (Eds.), Interest in Mathematics and Science Learning (pp. 17-33). Washington: AERA. doi:10.3102/978-0-935302-42-4
Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103(1), 1-18. doi:10.1037/a0021017.
Ames, C. (1992). Classrooms: Goals, Structures, and Student Motivation. Journal of Educational Psychology, 84(3) 261-271. doi:10.1037/0022-0663.84.3.261
Bannan, B. (2016). Analysing Context for Mobile Augmented Reality Prototypes in Education. In J. Traxler, & A. Kukulska-Hulme (Eds.), Mobile Learning: The Next Generation. (pp. 115-139). London: Routledge. doi:10.4324/9780203076095
Bong, M., Lee, S. K., & Woo, Y-K. (2015). The Roles of Interest and Self-Efficacy in the Decision to Pursue Mathematics and Science. In K. A. Renninger, M. Nieswandt, S. Hidi (Eds.), Interest in Mathematics and Science Learning (pp. 189-202). Washington: AERA. doi:10.3102/978-0-935302-42-4
Crowley, K., Barron, B.J., Knutson, K., & Martin, C. (2015). Interest and the development of pathways to science. In K. A. Renninger, M. Nieswandt, S. Hidi (Eds.), Interest in Mathematics and Science Learning (pp. 297-314). Washington: AERA. doi:10.3102/978-0-935302-42-4
de Jong, T. (2006). Computer simulations: Technological advances in inquiry learning. Science, 312, 532-533. doi:10.1126/science.1127750
Drake, S. M., & Burns, R. C. (2004). Meeting standards through integrated curriculum. Alexandria, Va: Association for Supervision and Curriculum Development.
Eachus, P., & Cassidy, S. (2006). Development of the Web Users Self-Efficacy scale (WUSE), Issues in Informing Science and Information Technology Journal, 3, 199-209. Retrieved from: https://www.informingscience.org/Publications/883?Search=Development%20of%20the%20Web%20Users%20Self-Efficacy%20scale
Finnish National Board of Education (FNBE). (2014). National Core Curriculum for Basic Education 2014. Helsinki: National Board of Education. Retrieved from http://www.oph.fi/ops2016 [in Finnish].
Fryer, L. K., Ainley, M., & Thompson, A. (2016). Modelling the links between students' interest in a domain, the tasks they experience and their interest in a course: Isn't interest what university is all about?. Learning and Individual Differences, 50, 157-165. doi: 10.1016/j.lindif.2016.08.011
Furtak, E.M, Seidel, T., Iverson, H., Briggs, D. (2012). Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching: A Meta-Analysis. Review of Educational Research, 82(3), 300-329. doi: 10.3102/0034654312457206
Glynn, S. M., Bryan, R. R., Brickman, P., & Armstrong, N. (2015). Intrinsic Motivation, Self-Efficacy, and Interest in Science. In K. A. Renninger, M. Nieswandt, S. Hidi (Eds.), Interest in Mathematics and Science Learning (pp. 189-202). Washington: AERA. doi:10.3102/978-0-935302-42-4
Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L., & Tauer, J. M. (2008). The role of achievement goals in the development of interest: reciprocal relations between achievement goals, interest, and performance. Journal of Educational Psychology, 100(1), 105-122. doi: 10.1037/0022-0663.100.1.105
Harackiewicz, J. M., Smith, J. L., Priniski, S. J. (2016). The Importance of Promoting Interest in Education. Policy Insights from the Behavioral and Brain Sciences, 3(2), 220-227. doi: 10.1177/2372732216655542
Hidi, S. & Renninger, A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127. doi:10.1207/s15326985ep4102_4
Knogler, M., Harackiewicz, J. M., Gegenfurtner, A., & Lewalter, D. (2015). How situational is situational interest? Investigating the longitudinal structure of situational interest. Contemporary Educational Psychology, 43, 39-50. doi:10.1016/j.cedpsych.2015.08.004
Krapp, A., & Prenzel, M. (2011). Research on interest in science: Theories, methods, and findings. International Journal of Science Education, 33, 27-50. doi:10.1080/09500693.2010.518645
Lai, C. L., Hwang, G. J., Liang, J. C., & Tsai, C.-C. (2016). Differences between mobile learning environmental preferences of high school teachers and students in Taiwan: A structural equation model analysis. Educational Technology Research and Development, 64(3), 533-554. doi:10.1007/s11423-016-9432-y
Martin, M. O., Mullis, I. V. S., Foy, P., & Hooper, M. (2016). TIMSS 2015 International Results in Science. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College. Retrieved from: http://timssandpirls.bc.edu/timss2015/international-results/
Minner, D.D., Levy, A.J. & Century, J. (2010). Inquiry-based science instruction - what is it and does it matter? Results from a research synthesis years 1984 to 2002. J. Research in Science Teaching, 47, 474–496. doi:10.1002/tea.20347
Organisation for Economic Co-operation and Development. (2006). Evolution of Student Interest in Science and Technology Studies. Policy Report. Global Science Forum. Retrieved from: www.oecd.org/science/sci-tech/
Palmer, D. H. (2009). Student Interest Generated During an Inquiry Skills Lesson. Journal of Research in Science Teaching, 46, 147-165. doi:10.1002/tea.20263
Pedaste, M., Mäeots, M., Leijen, Ä., & Sarapuu, S. (2012). Improving students' inquiry skills through reflection and self-regulation scaffolds. Technology, Instruction, Cognition and Learning, 9, 81–95
Pedaste, M., Mäeots, M., Siiman L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C. & Tsourlidaki, E. (2015). Phases of inquiry-based learning: definitions and the inquiry cycle. Educational Research Review, 14, 47–61. doi: 10.1016/j.edurev.2015.02.003
Pintrich, P., Smith, D., Garcia, T. & McKeachie, W. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor, MI: National Center for Research to Improve Postsecondary Teaching and Learning. Retrieved from: https://archive.org/details/ERIC_ED338122
Potvin, P., & Hasni, A. (2014). Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research. Studies in Science Education, 50(1), 85-129. doi:10.1080/03057267.2014.881626
Renninger, K. A., & Hidi, S. (2011). Revisiting the conceptualization, measurement, and generation of interest. Educational Psychologist, 46, 168–184. doi:10.1080/00461520.2011.587723 doi: 10.1080/03057267.2014.881626
Renninger, K. A., Austin, L., Bachrach, J. E., Chau, A., Emmerson, M.S., King, B. R., Riley, K. R., Stevens, S. J. (2014). Going beyond whoa! That’s cool! Achieving science interest and learning with the ICAN Intervention. In S. Karabenick & T. Urdan (Eds.), Motivation-based learning interventions: Advances in motivation and achievement series (Vol. 18, 107–140). doi:10.1108/S0749-742320140000018003
Rocard, M., Csermely, P., Jorde, D., Lenzen, D., Walberg-Henriksson, H., & Hemmo, V. (2007). Science education now: a renewed pedagogy for the future of Europe. Retrieved from: http://ec.europa.eu/research/swafs/index.cfm?pg=library&lib=science_edu
Rottinghaus, J. P., Larson, L. M., & Borgen, F. H. (2003) The relation of self-efficacy and interests: A meta-analysis of 60 samples. Journal of Vocational Behavior, 62, 221-236. doi:10.1016/S0001-8791(02)00039-8
Sha, L., Looi, C.-K., Chen, W. and Zhang, B.H. (2012), Understanding mobile learning from the perspective of self-regulated learning. Journal of Computer Assisted Learning, 28, 366–378. doi:10.1111/j.1365-2729.2011.00461.x
Tapola, A., Veermans, M., & Niemivirta, M. (2013). Predictors and outcomes of situational interest during a science learning task. Instructional Science, 41(6), 1047–1064. doi:10.1007/s11251-013-9273-6
Traxler, J., & Kukulska-Hulme, A. (2016). Introduction to the Next Generation of Mobile Learning. In J. Traxler, & A. Kukulska-Hulme (Eds.), Mobile Learning: The Next Generation. (pp. 1-10). London: Routledge. doi:10.4324/9780203076095
Vansteenkiste, M., Lens, W., & Deci, E. (2006) Intrinsic Versus Extrinsic Goal Contents in Self-Determination Theory: Another Look at the Quality of Academic Motivation. Educational Psychologist 41(1), 19-31. doi:10.1207/s15326985ep4101_4