内発的動機づけを高めるオンラインアクティブラーニング型授業

―知的好奇心・実用価値の内在化・満足感の観点からの効果の検証―

抄録

The present study investigated the facilitating effect of active-learning based instruction on students' intrinsic motivation in online lectures. In particular, this study focused on three subcomponents of intrinsic motivation (epistemic curiosity, internalization of utility value, and satisfaction) and how these factors were enhanced by the need for competence and outcome expectation. Forty-two university students participated in this study. The result showed that active-learning based instruction facilitated all three subcomponents of intrinsic motivation and competence. Furthermore, competence was strongly correlated with three intrinsic motivation factors. In order to identify individual differences, cluster analysis was conducted and students were categorized into 4 groups: intrinsically motivated through expectation group, intrinsically motivated through competence group, decreased intrinsic motivation group, and highly intrinsically motivated group. These results suggested that active-learning based instruction facilitated students' intrinsic motivation and facilitation factors were mediated by individual differences.