From Doubt to Drive: How Instructional Modality and Self-Efficacy Shape Motivation in Remedial Spatial Visualization Courses

Beyza Guler, Susan Sajadi, Abdulaziz Alenezi, Diana Bairaktarova
{"title":"From Doubt to Drive: How Instructional Modality and Self-Efficacy Shape Motivation in Remedial Spatial Visualization Courses","authors":"Beyza Guler, Susan Sajadi, Abdulaziz Alenezi, Diana Bairaktarova","doi":"10.3991/ijep.v14i5.46097","DOIUrl":null,"url":null,"abstract":"Spatial thinking is the foundation for successful problem-solving and critical thinking. Scholars have confirmed that spatial skills are essential tools for problem solving in fields such as engineering, design, physics, and mathematics. Drawing on Bandura’s self-efficacy theory, this study investigates the impact of instructional modality, self-efficacy, and attitudes toward a spatial visualization app on student motivation in the context of an engineering remedial spatial visualization course. Our study focused on undergraduate engineering students from two cohorts with different instructional modalities, one in 2019 and the other in 2020. This study employs a quantitative approach, gathering data through questionnaires to measure student motivation, self-efficacy, attitudes toward the app, computer-aided design (CAD) experience, gender, and instructional modality. Our findings indicate that instructional modality significantly influenced student motivation, with online instruction during the pandemic being associated with lower motivation. Furthermore, significant predictors of student motivation were identified as self-efficacy and attitudes towards the app, independent of instructional modality. The findings provide insights into strategies for educators to implement educational technology in their courses while also remaining committed to nurturing student self-efficacy in online and in-person learning.","PeriodicalId":508415,"journal":{"name":"International Journal of Engineering Pedagogy (iJEP)","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Engineering Pedagogy (iJEP)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3991/ijep.v14i5.46097","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

Abstract

Spatial thinking is the foundation for successful problem-solving and critical thinking. Scholars have confirmed that spatial skills are essential tools for problem solving in fields such as engineering, design, physics, and mathematics. Drawing on Bandura’s self-efficacy theory, this study investigates the impact of instructional modality, self-efficacy, and attitudes toward a spatial visualization app on student motivation in the context of an engineering remedial spatial visualization course. Our study focused on undergraduate engineering students from two cohorts with different instructional modalities, one in 2019 and the other in 2020. This study employs a quantitative approach, gathering data through questionnaires to measure student motivation, self-efficacy, attitudes toward the app, computer-aided design (CAD) experience, gender, and instructional modality. Our findings indicate that instructional modality significantly influenced student motivation, with online instruction during the pandemic being associated with lower motivation. Furthermore, significant predictors of student motivation were identified as self-efficacy and attitudes towards the app, independent of instructional modality. The findings provide insights into strategies for educators to implement educational technology in their courses while also remaining committed to nurturing student self-efficacy in online and in-person learning.
从怀疑到动力:教学模式和自我效能如何影响空间可视化补习课程的学习动机
空间思维是成功解决问题和批判性思维的基础。学者们已经证实,空间技能是工程、设计、物理和数学等领域解决问题的基本工具。本研究借鉴班杜拉的自我效能理论,在工程学空间可视化补习课程的背景下,调查了教学模式、自我效能以及对空间可视化应用程序的态度对学生学习动机的影响。我们的研究重点是来自两届不同教学模式的工科本科生,一届是 2019 年,另一届是 2020 年。本研究采用定量方法,通过调查问卷收集数据,测量学生的学习动机、自我效能感、对应用程序的态度、计算机辅助设计(CAD)经验、性别和教学模式。我们的研究结果表明,教学模式对学生的学习动机有显著影响,大流行病期间的在线教学与较低的学习动机相关。此外,学生学习动机的重要预测因素是自我效能感和对应用程序的态度,这与教学模式无关。这些研究结果为教育工作者在课程中实施教育技术的策略提供了启示,同时还致力于培养学生在在线和面对面学习中的自我效能感。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信