Exploring Intrinsic Motivation Types in Augmented Reality Systems: Differences in Technology Acceptance, Learning Performance, and Behavior
Exploring Intrinsic Motivation Types in Augmented Reality Systems: Differences in Technology Acceptance, Learning Performance, and Behavior
复制标题
探索增强现实系统中的内在动机类型：技术接受度、学习表现和行为的差异
DOI：
10.1109/tale52509.2021.9678759
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
M.
中科院分区：
文献类型：
--
作者：
Geng;X.;and Yamada;M.
本研究采用聚类分析的方法对增强现实学习活动中学习者的内在动机类型进行了研究。本研究采用方差分析和事后检验，探讨了不同内在动机类型的学习者在技术接受、学习绩效和行为方面的差异。结果表明，英语学习者的内在动机分为三种类型：高内在动机型学习者、高兴趣型学习者和高选择型学习者。高内在动机的学习者在AR技术接受和学习绩效上最高。然而，学习行为的频率的结果表明，三种不同类型的内在动机的学习者之间没有差异。
This study investigated the types of intrinsic motivation of learners in augmented reality (AR) learning activities by cluster analysis. We explored the differences in technology acceptance, learning performance, and behavior among learners with different intrinsic motivation types using ANOVA and post hoc tests. The results revealed that there were three different types of intrinsically motivated learners: high intrinsically motivated learners, learners with high interest only, and learners with high choice only. The high intrinsically motivated learners were the highest in AR technology acceptance and learning performance. However, the results of the frequency of learning behaviors indicated no difference among the three different types of intrinsically motivated learners.