The Impacts of Technology on Learning Motivation of Primary and Secondary School Students — A Systematic Review
1. Shenzhen Middle School Longgang School Group Lanzhu School, Shenzhen 518100, China
2. Shenzhen Longhua District Yulong School, Shenzhen 518100, China
3. Guangzhou Quege Digital Health Management Co., Ltd., Guangzhou 510699, China
4. Shenzhen Baoan District Mangrove Foreign Language Primary School, Shenzhen 518101, China
5. Wuxi New South Primary School, Wuxi 214000, China
| Abstract: | Since the end of the 20th century, computer and internet technologies have spread rapidly to all areas of life, including education. Advanced technological tools, such as virtual reality and artificial intelligence, significantly impact students' learning experience and motivation. Therefore, it is crucial for 21st-century educators to deeply understand the impact of technology on education and to leverage it effectively to enhance student's learning experiences and motivation. This study aims to systematically review the impact of educational technology on the learning motivation of primary and secondary school students and to provide references and suggestions for educators and relevant practitioners. By analyzing 34 relevant articles, the study explores the application of digital tools such as Artificial Intelligence (AI), Virtual Reality (VR), and Augmented Reality (AR) in education. The results indicate a positive correlation between the use of technology and academic success, but challenges such as digital distractions and access disparities also arise. The importance of constructivist strategies in engaging students through technology is emphasized, and recommendations for the effective use of technology are provided. Educational technology is found to enhance not only students' academic performance but also their interest in learning. Various technological tools, such as mobile learning systems, online learning platforms, game-based learning technologies, and media technologies, show great potential in increasing student motivation and engagement. However, over-reliance on technology might reduce students' independent thinking and problem-solving abilities. Therefore, educators should balance traditional teaching with technology-assisted instruction to ensure that technology application truly promotes deep learning. Future research should further explore the long-term impact of different technologies on student learning motivation and provide more detailed application suggestions to achieve the best educational technology outcomes. |
| Keywords: | Educational Technology; Motivation; Student Engagement; Academic Outcomes; Pedagogy |
| DOI: | 10.57237/j.ssrf.2024.05.002 |
View:
Downloads:
Received: 10 July 2024
Accepted: 11 September 2024
Published Online: 26 October 2024
References
| [1] | Genc Ilter, B. (2009). Effect of technology on motivation in EFL classrooms. Turkish Online Journal of Distance Education, 10, 1-23. https://doi.org/10.3389/fpsyg.2019.02453. |
| [2] | Ames, C. A. (1990). Motivation: What Teachers Need to Know. Teachers College Record: The Voice of Scholarship in Education, 91(3), 409-421. https://doi.org/10.1177/016146819009100306 |
| [3] | Granito, M., & Chernobilsky, E. (2012). The effect of technology on a student's motivation and knowledge retention. Northeast Business & Economics Association Proceedings, 5, 29-30. |
| [4] | Blumenfeld, P. C., Kempler, T. M., & Krajcik, J. S. (2006). Motivation and Cognitive Engagement in Learning Environments. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (1st ed., pp. 475-488). Cambridge University Press. https://doi.org/10.1017/CBO9780511816833.029 |
| [5] | Judson, E. (2010). Improving technology literacy: Does it open doors to traditional content? Educational Technology Research and Development, 58(3), 271-284. https://doi.org/10.1007/s11423-009-9135-8 |
| [6] | Su, C., & Cheng, C. (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31(3), 268-286. https://doi.org/10.1111/jcal.12088 |
| [7] | Rau, P.-L. P., Gao, Q., & Wu, L.-M. (2008). Using mobile communication technology in high school education: Motivation, pressure, and learning performance. Computers & Education, 50(1), 1-22. https://doi.org/10.1016/j.compedu.2006.03.008 |
| [8] | Wei, Y. (2022). Toward technology-based education and English as a foreign language motivation: A review of literature. Frontiers in Psychology, 13, 870540. https://doi.org/10.3389/fpsyg.2022.870540 |
| [9] | Hung, C.-Y., Sun, J. C.-Y., & Liu, J.-Y. (2019). Effects of flipped classrooms integrated with MOOCs and game-based learning on the learning motivation and outcomes of students from different backgrounds. Interactive Learning Environments, 27(8), 1028-1046. https://doi.org/10.1080/10494820.2018.1481103 |
| [10] | Rosen, Y. (2009). The Effects of an Animation-Based On-Line Learning Environment on Transfer of Knowledge and on Motivation for Science and Technology Learning. Journal of Educational Computing Research, 40(4), 451-467. https://doi.org/10.2190/EC.40.4.d |
| [11] | Cheung, A. C. K., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88-113. https://doi.org/10.1016/j.edurev.2013.01.001 |
| [12] | Cole, M. (2009). Using Wiki technology to support student engagement: Lessons from the trenches. Computers & Education, 52(1), 141-146. https://doi.org/10.1016/j.compedu.2008.06.003 |
| [13] | Wang, K., Liu, P., Zhang, J., Zhong, J., Luo, X., Huang, J., & Zheng, Y. (2023). Effects of Digital Game-Based Learning on Students’ Cyber Wellness Literacy, Learning Motivations, and Engagement. Sustainability, 15(7), 5716. https://doi.org/10.3390/su15075716 |
| [14] | Sun, H., & Gao, Y. (2016). Impact of an active educational video game on children’s motivation, science knowledge, and physical activity. Journal of Sport and Health Science, 5(2), 239-245. https://doi.org/10.1016/j.jshs.2014.12.004 |
| [15] | Iten, N., & Petko, D. (2016). Learning with serious games: Is fun playing the game a predictor of learning success? British Journal of Educational Technology, 47(1), 151-163. https://doi.org/10.1111/bjet.12226 |
| [16] | Chen, N.-S., & Hwang, G.-J. (2014). Transforming the classrooms: Innovative digital game-based learning designs and applications. Educational Technology Research and Development, 62(2), 125-128. https://doi.org/10.1007/s11423-014-9332-y |
| [17] | Lai, C., & Tai, C.-P. (2021). Types of social media activities and Hong Kong South and Southeast Asians Youth’s Chinese language learning motivation. System, 97, 102432. https://doi.org/10.1016/j.system.2020.102432 |
| [18] | Yang, Y.-T. C., & Wu, W.-C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59(2), 339-352. https://doi.org/10.1016/j.compedu.2011.12.012 |
| [19] | Chen, C., & Jamiat, N. (2023). A quantitative study on the effects of an interactive multimodal application to promote students’ learning motivation and comprehension in studying Tang poetry. Frontiers in Psychology, 14, 1189864. https://doi.org/10.3389/fpsyg.2023.1189864 |
| [20] | Liu, M., Horton, L., Olmanson, J., & Toprac, P. (2011). A study of learning and motivation in a new media enriched environment for middle school science. Educational Technology Research and Development, 59(2), 249-265. https://doi.org/10.1007/s11423-011-9192-7 |
| [21] | Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning. Journal of Science Education and Technology, 18(1), 7-22. https://doi.org/10.1007/s10956-008-9119-1 |
| [22] | Su, Y.-S., Cheng, H.-W., & Lai, C.-F. (2022). Study of Virtual Reality Immersive Technology Enhanced Mathematics Geometry Learning. Frontiers in Psychology, 13, 760418. https://doi.org/10.3389/fpsyg.2022.760418 |
| [23] | Bednarz, S. (1995). Researching new standards: GIS and K-12 geography. In GIS/LIS '95 Conference Proceedings (pp. 44-52). Nashville, TN. |
| [24] | Drennon, C. (2005). Teaching Geographic Information Systems in a Problem-Based Learning Environment. Journal of Geography in Higher Education, 29(3), 385-402. https://doi.org/10.1080/03098260500290934 |
| [25] | NRC (National Research Council) (2006). Learning to Think Spatially: GIS as a Support System in the K-12 Curriculum. http://www.nap.edu/catalog.php?record_id=11019 |
| [26] | Rye, J., Landenberger, R., & Warner, T. A. (2013). Incorporating Concept Mapping in Project-Based Learning: Lessons from Watershed Investigations. Journal of Science Education and Technology, 22(3), 379-392. https://doi.org/10.1007/s10956-012-9400-1 |
| [27] | Kulo, V., & Bodzin, A. (2013). The Impact of a Geospatial Technology-Supported Energy Curriculum on Middle School Students’ Science Achievement. Journal of Science Education and Technology, 22(1), 25-36. https://doi.org/10.1007/s10956-012-9373-0 |
| [28] | Levy, M. (1997). CALL: Context and Conceptualization. Oxford: Oxford University Press. |
| [29] | Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & the PRISMA Group. (2009). Reprint—Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. Physical Therapy, 89(9), 873-880. https://doi.org/10.1093/ptj/89.9.873 |
| [30] | Xu, X., Schönrock-Adema, J., Jaarsma, A. D. C., Duvivier, R. J., & Bos, N. A. (2022). A conducive learning environment in international higher education: A systematic review of research on students’ perspectives. Educational Research Review, 37, 100 |
| [31] | Hasni, A., Bousadra, F., & Marcos, B. (2011). L’enseignement par projets en sciences et technologies: de quoi parle-t-on et comment justifie-t-on le recours à cette approche? Nouveaux cahiers de la recherche en éducation, 14, 7-28. |
| [32] | Xie, Y., & Reider, D. (2014). Integration of Innovative Technologies for Enhancing Students’ Motivation for Science Learning and Career. Journal of Science Education and Technology, 23(3), 370–380. https://doi.org/10.1007/s10956-013-9469-1 |
| [33] | An, F., Xi, L., & Yu, J. (2024). The relationship between technology acceptance and self-regulated learning: The mediation roles of intrinsic motivation and learning engagement. Education and Information Technologies, 29(3), 2605–2623. https://doi.org/10.1007/s10639-023-11959-3 |
| [34] | Ciampa, K. (2014). Learning in a mobile age: An investigation of student motivation. Journal of Computer Assisted Learning, 30(1), 82–96. https://doi.org/10.1111/jcal.12036 |
| [35] | Chen, J. A., Star, J. R., Dede, C., & Tutwiler, M. S. (2018). Technology-rich activities: One type does not motivate all. Contemporary Educational Psychology, 54, 153–170. https://doi.org/10.1016/j.cedpsych.2018.06.011 |
Join the Editorial Board
We invite active, qualified and high profile scientists and researchers to join as Editorial Board Members.
Join UsBecome a Reviewer
Scholars with a strong interest in reviewing are invited to join the reviewer panel to ensure the quality of the research to be published.
Join Us