Source: Innovations in Education and Teaching International, Volume 51, Issue 6, 2014, pages 631-641
The purpose of this study was to better understand how Web 2.0 applications might impact learners’ motivation in higher education classrooms.
The study explored college students’ motivational and outcome processing based on the theory of motivation, volition and performance.
The participants were students in an undergraduate teacher education programme in the USA reported their perceptions via online surveys after using Web 2.0 applications for a major course project.
Based on 224 valid cases, the findings revealed that Web 2.0 applications might be effective in stimulating learners’ attention and supporting their confidence during the learning process. The findings further suggested that learners’ motivational processing could impact learners’ outcome processing that leads to continuous usage of Web 2.0 applications for learning.