김지은
2018-04-02T07:55:03Z
2018-04-02T07:55:03Z
2014-10
Journal of Educational Computing Research; 2014, Vol. 50, Issue 1, p1-28, 28p
0735-6331
1541-4140
http://journals.sagepub.com/doi/10.2190/EC.50.1.a
http://journals.sagepub.com/doi/abs/10.2190/EC.50.1.a
http://hdl.handle.net/20.500.11754/54979
The present study aims to show if a skill-challenge balancing (SCB) instruction strategy can assist learners to motivationally engage in computer-based learning. Csikszentmihalyi's flow theory (self-control, curiosity, focus of attention, and intrinsic interest) was applied to an account of the optimal learning experience in SCB-based learning activities. Two empirical studies were carried out, where a group of learners were taught "Computer Networks" as part of a statutory curriculum at a tertiary institution. The empirical results suggested that a degree of self-control to compensate for the fully automatic SCB instruction strategy (i.e., competence and autonomy) would be of a greater value for learning motivation enhancement in adaptive computer-based learning systems.
*This study was supported by the National Research Foundation of Korea (NRF) grant (20110021398), the Industrial Strategic Technology Development Program (10042694), and the Korean Health Technology R&D Project, Ministry of Health & Welfare, Republic of Korea (A112074).
en
SAGE Publications
SELF-DETERMINATION THEORY
LEARNING ENVIRONMENTS
INTRINSIC MOTIVATION
PRIOR KNOWLEDGE
SYSTEM
PERFORMANCE
DESIGN
MODEL
ENHANCING COMPETENCE AND AUTONOMY IN COMPUTER-BASED INSTRUCTION USING A SKILL-CHALLENGE BALANCING STRATEGY
Article
1
50
10.2190/EC.50.1.a
10.2190/EC.50.1.a
1-28
JOURNAL OF EDUCATIONAL COMPUTING RESEARCH
RyuKim, Hokyoung Jieun
KimRyu, Jieun Hokyoung
ChoiKatuk, Gyunghyun Norliza
Norliza KatukWang, Ruili
Ruili WangChoi, Gyunghyun
2014033017
S
GRADUATE SCHOOL OF TECHNOLOGY & INNOVATION MANAGEMENT[S]
DEPARTMENT OF TECHNOLOGY MANAGEMENT
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