How can an interactive technologically-mediated learning experience, designed using intrinsic motivation strategies, affect the intrinsic motivation of adults to learn music?

Orla Clarke  

This study examines the affect of the use of an interactive technologically-mediated learning experience, designed using motivational strategies, on the intrinsic motivation of learners. It uses the teaching of music as a case study. As adults move from a formal education setting, they are unlikely to undertake areas of study such as music. This research exercise sets out to determine whether an interactive technologically-mediated learning experience, designed on intrinsic motivation strategies, would increase their motivation to learn music.  This paper describes the design and implementation of an ICT artefact, “Music by Me”, in light of the relevant literature. A total of 12 participants took part in the research activity and each completed a pre-research questionnaire and a post-research questionnaire. The post-research questionnaire was based on the Intrinsic Motivation Inventory, which has been validated as a means of assessing learners’ intrinsic motivation (Mc Auley, Duncan and Tammen, 1987). Data from the usage of the artefact by the participants was also collected and analysed.
The main finding from the research exercise was that the ICT artefact, designed using intrinsic motivational strategies, contributed positively to the intrinsic motivation of the learner. The most positive indicators of the learners’ intrinsic motivation were the presence of interest and enjoyment, perceived choice and an absence of felt pressure and tension. The basis of the design, i.e. using ICT with intrinsic motivation strategies, could be transferred to other areas of teaching and offers many possibilities to enhance and sustain the intrinsic motivation of learners.
Artefact is available at http://msc-portfolio/thesis/index.php
Username edtech, Password edtech

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