The Medium Matters! The Effect of a Mobile Digital Identification Tool on Students' Intrinsic Motivation during Plant Identification
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| Title: | The Medium Matters! The Effect of a Mobile Digital Identification Tool on Students' Intrinsic Motivation during Plant Identification |
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| Language: | English |
| Authors: | Alexander Finger (ORCID |
| Source: | Journal of Biological Education. 2024 58(4):892-914. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Grade 9 Junior High Schools Middle Schools Grade 10 |
| Descriptors: | Foreign Countries, High School Students, Grade 9, Grade 10, Biology, Science Instruction, Botany, Plants (Botany), Identification, Handheld Devices, Student Motivation, Teaching Guides, Printed Materials, Instructional Material Evaluation |
| Geographic Terms: | Germany |
| DOI: | 10.1080/00219266.2022.2147204 |
| ISSN: | 0021-9266 2157-6009 |
| Abstract: | For plant identification in school biology, many digital and analogue identification methods have been developed to make this demanding and little motivating process more student-orientated. In this experimental field study, we examine two empirically developed tools: the digital identification app "ID-Logics' and the paper-based key, generated by the online platform 'Eikes Baumschule'. In line with Self-Determination Theory (SDT), an evaluation study with 251 students was conducted to investigate the effect of both tools on students' intrinsic motivation. The results of the study were unexpected, as the different media regarding the SDT did not present themselves as projected: While both tools influence students' intrinsic motivation positively, each displays specific effects regarding enjoyment, perceived competence, and perceived autonomy. Taking these effects into account, each tool under investigation offers different advantages and disadvantages for plant identification in the field. The resulting opportunities and challenges, for plant identification, of both tools are discussed critically against the background of SDT, and future directions for research on intrinsic motivation in the context of species identification are mapped. Furthermore, this study shed light on the process of species identification and thus indicates recommendations for practical use in biology lessons. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1436587 |
| Database: | ERIC |
| Abstract: | For plant identification in school biology, many digital and analogue identification methods have been developed to make this demanding and little motivating process more student-orientated. In this experimental field study, we examine two empirically developed tools: the digital identification app "ID-Logics' and the paper-based key, generated by the online platform 'Eikes Baumschule'. In line with Self-Determination Theory (SDT), an evaluation study with 251 students was conducted to investigate the effect of both tools on students' intrinsic motivation. The results of the study were unexpected, as the different media regarding the SDT did not present themselves as projected: While both tools influence students' intrinsic motivation positively, each displays specific effects regarding enjoyment, perceived competence, and perceived autonomy. Taking these effects into account, each tool under investigation offers different advantages and disadvantages for plant identification in the field. The resulting opportunities and challenges, for plant identification, of both tools are discussed critically against the background of SDT, and future directions for research on intrinsic motivation in the context of species identification are mapped. Furthermore, this study shed light on the process of species identification and thus indicates recommendations for practical use in biology lessons. |
|---|---|
| ISSN: | 0021-9266 2157-6009 |
| DOI: | 10.1080/00219266.2022.2147204 |
