Transitions in Student Motivation During a MUVE-Based Ecosystem Science Curriculum

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.