SIG ED - IS in Education, IS Curriculum, Education and Teaching Cases
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Paper Type
Complete
Paper Number
1357
Description
The Covid-19 pandemic has highlighted the long-standing problem that many students struggle to regu-late their motivation in digital learning settings. There is a demand for a framework that provides con-crete and tangible strategies on how to foster students’ individual motivation. One framework that ad-dresses these demands is the Hexad framework (Marczewski 2013). It defines six user types and corre-sponding motivational preferences. Research reports positive effects on motivation when considering the framework in information systems. This study initially investigates its context shift towards digital learn-ing. By analyzing the fit of students’ motivational preferences of their identified user types and their mo-tivational preferences as learners, a high identification rate appears. However, while Hexad user types are clearly separable, the analysis identified an underlying group- and task-orientation among all students. Overall, the findings suggest that the Hexad framework can function as a guidance for students when selecting effective strategies to promote self-regulated motivation.
Recommended Citation
Steinherr, Vanessa Maria and Reinelt, Ramona, "Using Hexad User Types to Identify Motivational Preferences among Learners" (2022). AMCIS 2022 Proceedings. 6.
https://aisel.aisnet.org/amcis2022/sig_ed/sig_ed/6
Using Hexad User Types to Identify Motivational Preferences among Learners
The Covid-19 pandemic has highlighted the long-standing problem that many students struggle to regu-late their motivation in digital learning settings. There is a demand for a framework that provides con-crete and tangible strategies on how to foster students’ individual motivation. One framework that ad-dresses these demands is the Hexad framework (Marczewski 2013). It defines six user types and corre-sponding motivational preferences. Research reports positive effects on motivation when considering the framework in information systems. This study initially investigates its context shift towards digital learn-ing. By analyzing the fit of students’ motivational preferences of their identified user types and their mo-tivational preferences as learners, a high identification rate appears. However, while Hexad user types are clearly separable, the analysis identified an underlying group- and task-orientation among all students. Overall, the findings suggest that the Hexad framework can function as a guidance for students when selecting effective strategies to promote self-regulated motivation.
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