Welcome to the InfoSci Platform
Reference Hub2
Transitions in Student Motivation During a MUVE-Based Ecosystem Science Curriculum: An Evaluation of the Novelty Effect

Transitions in Student Motivation During a MUVE-Based Ecosystem Science Curriculum: An Evaluation of the Novelty Effect

Shari J. Metcalf, Jason A. Chen, Amy M. Kamarainen, Kim M. Frumin, Trisha L. Vickrey, Tina A. Grotzer, Christopher J. Dede
Copyright: © 2019 |Pages: 20
ISBN13: 9781522579878|ISBN10: 1522579877|ISBN13 Softcover: 9781522599159|EISBN13: 9781522579885
DOI: 10.4018/978-1-5225-7987-8.ch005
Cite Chapter Cite Chapter

MLA

Metcalf, Shari J., et al. "Transitions in Student Motivation During a MUVE-Based Ecosystem Science Curriculum: An Evaluation of the Novelty Effect." Emerging Technologies in Virtual Learning Environments, edited by Kim Becnel, IGI Global, 2019, pp. 96-115. https://doi.org/10.4018/978-1-5225-7987-8.ch005

APA

Metcalf, S. J., Chen, J. A., Kamarainen, A. M., Frumin, K. M., Vickrey, T. L., Grotzer, T. A., & Dede, C. J. (2019). Transitions in Student Motivation During a MUVE-Based Ecosystem Science Curriculum: An Evaluation of the Novelty Effect. In K. Becnel (Ed.), Emerging Technologies in Virtual Learning Environments (pp. 96-115). IGI Global. https://doi.org/10.4018/978-1-5225-7987-8.ch005

Chicago

Metcalf, Shari J., et al. "Transitions in Student Motivation During a MUVE-Based Ecosystem Science Curriculum: An Evaluation of the Novelty Effect." In Emerging Technologies in Virtual Learning Environments, edited by Kim Becnel, 96-115. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7987-8.ch005

Export Reference

Mendeley
Favorite

Abstract

One issue involved in incorporating any new technology in science education is the concern that the value added is primarily due to the novelty effect. The authors address this concern by evaluating student motivation during a two-week, multi-user virtual environment (MUVE)-based curriculum for middle school ecosystems science. Analysis of multiple surveys at the beginning, middle, and end of the curriculum revealed that students continued to find the activity engaging from beginning to end, but differed in what specifically engaged them. Further, students' beliefs about EcoMUVE's utility in helping them learn science increased significantly. This transition is attributable to the curriculum's design, which supports internally controlled motivators: autonomy (choice), competence, and connectedness. Specifically, over time EcoMUVE provides opportunities for sustained, meaningful engagement, through self-directed learning, inquiry-based activities, and collaboration with a team.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.