Motivation and mobile devices: exploring the role of appropriation and coping strategies
Motivation and mobile devices: exploring the role of appropriation and coping strategies
复制标题
动机和移动设备：探索挪用和应对策略的作用
DOI：
10.3402/rlt.v15i3.10934
复制
发表时间：
2007
影响因子：
2.2
通讯作者：
K. Issroff
中科院分区：
文献类型：
--
作者：
Ann C. Jones;K. Issroff
最近，人们对移动设备如何在适当的环境中发挥激励作用产生了兴趣：例如，2007年国际信息技术研究所移动学习国际会议的主题之一是“使用移动设备学习的情感因素”（http://www.mlearningconf）。org)。作者之前提出了在非正式环境中使用移动设备学习可能具有激励作用的六个方面：对学习者目标的控制、所有权、乐趣、沟通、语境中的学习和语境之间的连续性。这些动机特征是如何与激励人们在技术丰富的环境中使用移动设备和学习的理论解释联系起来的？在这篇探索性的论文中，我们考虑了两种不同的理论方法。一个是技术挪用——技术或特定的技术人工制品在使用中被采用和塑造的过程。本文讨论了技术占有的两种不同途径，以探讨占有的不同方面与动机之间的关系；Carroll等人和Waycott的研究。这两个挪用框架都是在使用移动设备的背景下开发的，但都没有特别关注学习。相比之下，第二种理论方法是Jarvela等人的应对策略模型，该模型特别关注技术学习，尽管不是特别关注移动技术。本文利用案例研究数据来说明和讨论这两种方法在多大程度上有助于我们理解使用移动设备进行非正式学习的动机特征。DOI: 10.1080 / 09687760701673675
There has been interest recently in how mobile devices may be motivating forces in the right contexts: for example, one of the themes for the IADIS International Conference on Mobile Learning in 2007 was ‘Affective Factors in Learning with Mobile Devices’ (http://www.mlearningconf. org). The authors have previously proposed six aspects of learning with mobile devices in informal contexts that might be motivating: control over learners’ goals, ownership, fun, communication, learning-in-context and continuity between contexts. How do these motivational features relate to theoretical accounts of what motivates people to use mobile devices and learn in technology- rich contexts? In this exploratory paper we consider two different candidates for such theoretical approaches. One is technology appropriation—the process by which technology or particular technological artefacts are adopted and shaped in use. Two different approaches to technology appropriation are discussed in order to explore the relationship between the different aspects of appropriation and motivation; that of Carroll et al. and that of Waycott. Both appropriation frameworks have been developed in the context of using mobile devices, but neither has a specific focus on learning. By contrast, the second theoretical approach is Jarvela et al.’s model of coping strategies, which is specifically concerned with learning with technologies, although not with mobile technologies in particular. The paper draws on case-study data in order to illustrate and discuss the extent to which these two approaches are helpful in informing our understanding of the motivating features of using mobile devices for informal learning. DOI: 10.1080/09687760701673675