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Motivated learning with digital learning tasks: what about autonomy and structure?

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Abstract

In the present study, the ways in which digital learning tasks contribute to students’ intrinsic motivation and learning outcomes were examined. In particular, this study explored the relative contributions of autonomy support and the provision of structure in digital learning tasks. Participants were 320 fifth- and sixth-grade students from eight elementary schools throughout the Netherlands. The results show that a digital learning task that combined autonomy support and structure had a positive effect on both intrinsic motivation and learning outcomes in students. A digital learning task that only provided structure also had a positive effect on learning outcomes, but a digital learning task with only autonomy support did not yield a similar effect.

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Authors and Affiliations

  1. Open University of the Netherlands/KPC Groep, Kooikersweg 2, 5223 KA, ‘s-Hertogenbosch, The Netherlands

    Anne-Marieke van Loon

  2. Fontys Hogescholen/KPC Groep, Kooikersweg 2, 5223 KA, ‘s-Hertogenbosch, The Netherlands

    Anje Ros

  3. Open University of the Netherlands, Valkenburgerweg 167, 6419 AT, Heerlen, The Netherlands

    Rob Martens

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  1. Anne-Marieke van Loon
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Correspondence to Anne-Marieke van Loon.

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van Loon, AM., Ros, A. & Martens, R. Motivated learning with digital learning tasks: what about autonomy and structure?. Education Tech Research Dev 60, 1015–1032 (2012). https://doi.org/10.1007/s11423-012-9267-0

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