To Write or to Watch? Comparing Utility-Value Writing, Summary Writing, and Video Watching

• In Event: AERA Poster Session 13
  In Poster Session: Motivation Models and Applications

Abstract

The purpose of the current experimental study is to investigate the effects of utility-value writing and summary writing on motivation and learning in science. A total of 107 college students were randomly assigned into one of the three experimental conditions: writing utility values, writing summaries, and watching a video. The results indicate that write the utility value of a science content enhanced learners’ competence belief, as well as reducing effort and perceived difficulty. Moreover, writing summaries of the same content leads learners to a higher level of perceived difficulty and a lower level of competence, even though they invested less effort. These findings are discussed in terms of the implications, limitations, and future research directions.

Authors

• Lijia Lin, East China Normal University

• Kate M. Xu, Open University of the Netherlands