Keung, Hon and Alison Lai Fong Cheng, Wing Man. “Identify The Motivational Factors To Affect The Higher Education Students To Learn Using Technology.” Turkish Online Journal Of Educational Technology 14.2 (2015): 89-100.Education Source. Web. 25 Mar. 2016.
In Hon Keung article,”Identify The Motivational Factors To Affect The Higher Education Students To Learn Using Technology”, he analysis students’ motivation in using technology for learning in one of Hong Kong universities. Keung uses the ARCS Model for the base of his study. The ARCS Model is a method for improving the instructional materials interest and motivation. He states that there are four categories in motivation based on the extension of the motivational literature review described in the beginning of his research. The four categories are attention, relevance, confidence and satisfaction. Attention is about gaining and sustaining attention to the instructional content. Relevance is about relating to learning objectives and future use of learning. Confidence is about building confidence in learning and accomplishment. Satisfaction is about promoting the potential for learning satisfaction. Keung also brings up additional factors that can affect the motivation to use technology for students such as interest, perseverance, anxiety, perceived personal ability, satisfaction, and social influence. Results of the study showed that the use of technology could motivate student in learning and provided an effective learning environment to them such as the use of the internet, online courses, blackboards, discussion boards, email, library databases, MS Word , Excel, PowerPoint, and laptops.
I chose this source because wanted to learn about more how technology is effecting our educational system and if students are utilizes these technologies when in learning environments. The only flaw in this article would be that the research done is only based on one university in Hong Kong, giving a narrow analysis on the subject.