Start Date
12-18-2013
Description
Blended learning is becoming increasingly important in information systems research and education. One major drawback is to foster student’s motivation to actively participate in blended learning environments. There is still little understanding about the perceived value of incentives and components of learning management systems. Therefore, we investigated the perceived value of incentives. Furthermore, we analyze incentives’ and LMS components’ influence on learner motivation during a large-scale lecture. Based on the theoretical background of the ARCS model, we found that the perceived value of self-tests and forums have a substantial influence on learners’ motivation. In particular, the findings suggest that a clear communication of the components’ benefits is likely to positively influence learners’ attention, confidence, and perceived relevance. We also show that lecturers can influence perceptions of components by means of incentives. These results are valuable to develop LMS environments.
Recommended Citation
Steiner, Michael; Götz, Oliver; and Stieglitz, Stefan, "The Influence of Learning Management System Components on Learners’ Motivation in a Large-Scale Social Learning Environment" (2013). ICIS 2013 Proceedings. 2.
https://aisel.aisnet.org/icis2013/proceedings/ISCurriculum/2
The Influence of Learning Management System Components on Learners’ Motivation in a Large-Scale Social Learning Environment
Blended learning is becoming increasingly important in information systems research and education. One major drawback is to foster student’s motivation to actively participate in blended learning environments. There is still little understanding about the perceived value of incentives and components of learning management systems. Therefore, we investigated the perceived value of incentives. Furthermore, we analyze incentives’ and LMS components’ influence on learner motivation during a large-scale lecture. Based on the theoretical background of the ARCS model, we found that the perceived value of self-tests and forums have a substantial influence on learners’ motivation. In particular, the findings suggest that a clear communication of the components’ benefits is likely to positively influence learners’ attention, confidence, and perceived relevance. We also show that lecturers can influence perceptions of components by means of incentives. These results are valuable to develop LMS environments.