The authors attribute the motivation decrease to researcher-selected applications limiting autonomy, low technological literacy undermining competence, and weak relatedness¶
Claim · All claims
Evidence · 1 study · causalr1·q1
Currency · newest study 2020 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? Limiting students' choice of digital applications constrained the autonomy need and lowered motivation. → Nurhan Aktaş & Hayati Akyol 2020
Evidence¶
Nurhan Aktaş & Hayati Akyol 2020¶
Nurhan Aktaş & Hayati Akyol. (2020). Effect of Digital Writing Workshop Activities on Writing Motivation and Development of Story Writing Skills. https://doi.org/10.29329/ijpe.2020.248.20
q1 · i? · causal · r1
Authors' theoretical interpretation, drawing on self-determination theory, of why motivation fell: applications were determined by the researcher at each writing stage, students had difficulty with them, and no alternatives were offered.
"The fact that the digital applications were not chosen by the students limited the need for autonomy, which is important in terms of motivation. The situation led to a decrease in students’ motivation."
Discussion¶
Learner Variables¶
- Digital Literacy — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Educator involvement in choosing a pilot tool is associated with higher engagement and implementation fidelity, while lack of autonomy contributed to low usage and negative feelings — related
- Self-determination theory holds that autonomy support raises intrinsic motivation, and a meta-analysis finds expected tangible rewards undermine it — a broader claim this one bears on
- Two major challenges undermine gamification's effect on intrinsic motivation: students' lack of perceived competence and lack of perceived autonomy — related
- Instructional approach operates indirectly through autonomy and competence, while task type operates primarily through autonomy — related
- Formative assessment is theorized to foster motivation by supporting autonomy, competence, and relatedness — related
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