Monday, April 12, 2010

Self regulation, motivation, learning-preferences, and animations in a computer-based learning environment.

Davier M., Urhahne D., Prechtl H., Schenzer M., Prenzel M. Self-regulation, motivation, learning-preferences, and animations in a computer-based learning environment. Institute for Science Education (IPN) at the University of Kiel, Germany

This article is actually the introduction and understanding to a research study that has yet to be published. Despite the lack of closure in the article, the authors discussion of the topics in the title in regards to computer-based learning environments CBLE is insightful and as you can see full of quotes that I connected with for further study. Effective implementation of CBLE is still an area that requires an amount of study and these researchers are looking at how different forms of presentations of material affect motivation, based upon learning styles and the level of self regulation the learners dsiplay. The subject area used in the research is science based but I believe their finds will be useful in all areas of education taught within a CBLE.


In the near future, a significant portion of learning will take place supported by modern information technologies. Necessary basic knowledge is still lacking in many places for preparing schools using the computer as a teaching aid.

Modern multimedia learning tools offer learners a lot of opportunities. They encourage them to acquire knowledge in self-regulated, self-motivated ways, and according to their own visual or verbal learning preferences. Moreover, learning can be supported by the visualization of dynamic processes by means of animations. We have taken these four aspects, self-regulation, motivation, learning preferences, andanimations, into account to design an experimental study within a computer-based learning environment.

Theories of self-regulated learning consider cognitive as well as motivational aspects of learning processes. From a cognitive and metacognitive point of view learners control and actively influence their learning activities and their understanding. The motivational element, however, determines why and to what extent self-regulating options are taken. In other words, learners not only need to know which are the right steps to be successful in the learning process, it also requires motivation to be a successful learner.

In the area of science teaching, major emphasis is on cognitive processes like strategic and problem-solving skills and the question of motivation is often neglected. Nevertheless, it is important as well. If a large part of the efforts of science teachers is directed at a better understanding of science, then one could ask: ‘What is learners‘ motivation to build an understanding of scientific information?’

At this point in time, decisions on how to design a computer-based learning environment are still on a general level. Maybe one has to change the learning environment to allow more self-regulated learning or to make it more motivating. But how to deal with individual differences between learners? Are there ways to realize multimedia learning environments taking into account individual learning preferences?

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