Evaluating the Application of Self-Determination Theory to Motivational Design in a Blended Learning Literacy Program

• In Event: 34.078 - Roundtable Session 13
  In Roundtable Session: 34.078-13 - Impact of Technology on Literacy and Digital Literacy

Abstract

This submission addresses ways in which motivation can be integrated and tested in the development of educational technologies, specifically a blended learning literacy program for grades PreK-5, Lexia Core5. Using self-determination theory as a guide, examples are provided of how motivational aspects of the blended learning program were designed and evaluated. An ANCOVA analysis comparing a national sample of K–5 students who used the first version (N=190,600) or second version (N=444,733) of the blended learning program revealed a significant positive impact on student pacing due to changes in the motivational design in the second version of the program.

Authors

• Elizabeth R. Kazakoff, Lexia Learning Systems

• Melissa Orkin, Tufts University

• Rachel Schechter, Lexia Learning Systems

• Kristine Bundschuh