[Chais] Drills, Games or Tests? Evaluating Students' Motivation in Different Online Learning Activities, Using Log File Analysis

Abstract

Introduction Motivation is an essential component of the learning process (Anderman & Dawson 2011; Anderman & Wolters 2006; Schunk & Zimmerman, 2006) and in many cases impacts the students' behaviors in the learning environment. It is for this reason that much educational research focuses on efforts to learn about its varied aspects and implications. From the point of view of developers of online learning environments, there is a need to offer students a variety of educational tools, such as interactive exercises and games, that may promote motivation to learn and thereby enhance learning (Gee, 2003; Mayer, 2011; Mintz & Nachmias, 1998). Students in online environments may choose their own learning path based on their preferences and needs. Their choice is exercised, for example, by the type or amount of content they consume, the time they dedicate to learning, and the effort they are willing to make (Sims & Hedberg, 1995). Motivated students consume more content and use more tools, dedicate more time to thinking, and make an effort to answer questions correctly (e.g., Cocea & Weibelzahl, 2007). Hence, it is clear that developers should be informed about students' behaviors in order to enhance the design of the environments for better learning (Pahl, 2004). Assessment of learners' motivation in online environments has been a challenge for researchers as well as developers due to the fact that it is a difficult factor to evaluate without physically observing the students in the learning process. Traditional research tools, such as surveys and questionnaires, as well as the LMS (Learning Management Systems) of the learning environments, provide limited information to the issue posed. This gap may be bridged with log file analysis, which makes it possible to learn about the online learner by automatically and continuously collecting digital traces (Hershkovitz & Nachmias, 2009). Therefore in this study we have used log file analysis as a methodological tool to learn about the students' actual behavior in different activities and to try and infer their motivation for learning. The study builds on aspects and measurements of motivation that have been previously described in the literature. Background Educational Tools in Online Learning Online learning environments contain a variety of educational tools to enhance students' knowledge and skills in a specific subject domain. These tools are often rich in media such as simulations, games, and other interactive tools (Mayer, 2011). However, perhaps the most prevalent tool for students are the drills in which they get immediate feedback regarding the accuracy of their answers (Egenfeldt-Nielsen, 2005; Weiss & Muller, 2008). Previous research described the influence of this feedback on learning by suggesting that it helps students to assess their knowledge and competence and to focus on their learning process (Chickering & Gamson, 1987; Gibbs & Simpson, 2004). On the other hand, in some studies, it was found that these tools have achieved only limited success in helping students develop advanced knowledge and skills. The reasons mentioned in this regard are that such tools have been poorly designed and are simplistic, boring, and repetitious, and they do not allow users any possibilities for active exploration (Kirriemuir & McFarlane, 2004; Schank, 2005). Games are another common tool in online environments. A growing volume of research indicates that games have promising potential as learning tools. Alongside their ability to improve students' knowledge and skills, they generate motivation for learning by means of components such as competition, fun, and creativity (Gee, 2003; Gredler, 2004; Mintz & Nachmias, 1998). Some studies even point out the link between playing games and learning outcomes (Klopfer, Osterweil, & Salen, 2009; Mor, Winters, Cerulli, & Bjork, 2006; Sandford, Ulicsak, Facer, & Rudd, 2006). …