ISCAR 2011 5 10 September Do new media

ISCAR 2011, 5 -10 September Do new media affect learning motivation: cross cultural study of German and Russian students? 1 Dr. A. Porshnev 2 National Research University – Higher School of Economics Nizhniy Novgorod, Russia Prof. Dr. H. Giest Potsdam University, Germany 1 Project was supported by Alexander von Humboldt Foundation grant 3. 1 -RUS/1130038 BUKA 2 Porshnev’s research was supported by Scientific Foundation of State University Higher School of Economics Moscow grants: # 07 -01 -160, #10 -01 -0021 and travel grant to participate in ISCAR 2011

STUDENTS AND NEW TECHNOLOGIES • New learning opportunities (Wiki, Communities of Practice and etc. ) • Learning neutral changes (Social networks – Facebook, Communication – Skype and etc. ) • Potential traps (Copy Paste – Plagiarism, Information overload)

ZERO HYPOTHESIS: Penetration of Internet in society and opportunities Internet create increase intrinsic learning motivation of students Internet world statistics Internet penetration: 67. 0% Germanу (Dec/08, per Nielsen) 27. 0% Russia (Dec/08, 27, per POF) In our survey Technology in University (Germany - Russia) Time of computer ownership (Germany - Russia) Frequency of computer usage (Germany - Russia)

QUESTION: I COPY AND PASTE TEXTS FROM A BOOKS IOR NTERNET UNCITED? (RUSSIAN SAMPLE, DATA FROM OUR RESEARCH) In Russia sum 51, 8%

METHODS Russian - German – Russian blind back translated questionnaire (84 questions) based on 1. “Motivated Strategies for Learning Questionnaire” (P. Pintrich 1991); 2. “Motivation of Internet Users in Russia” (A. Voiskunsky and others 2000); 3. “Students Motivation of usage Internet in Russia” (A. Porshnev, 2008); 4. “Pew Internet & American Life Project” (2009); 5. “Classroom Technology in Business Schools” (B. Parker, D. Burnie, 2009); Sections of questionnaire Demographic questions Questions about students’ behavior Motivation scales

GEOGRAPHY OF RESEARCH Russia - 865 (1119) students Germany - 332 (523) students

MOTIVATION SCALES Intrinsic orientations * Extrinsic Test orientations * Anxiety * Web-usage in studying *Modified scales from Motivated Strategies for Learning Questionnaire were used (MSLQ, P. Pintrich et al. 1991)

Intrinsic motivation scale (8 questions) Example of items I prefer course material that really challenges me so I can learn new things. (MSLQ) There are courses I am so interested in, that I continue studying even if I have to work more than necessary (for example, participate in research groups) (created) α-Cronbach. Russia = 0, 733 α-Cronbach. Germany = 0, 733

Test Anxiety scale (4 questions) Example of items When I take a test I think about how poorly I am doing compared with other students (MSLQ) When I take tests I think of the consequences of failing (MSLQ) α-Cronbach. Russia = 0, 68, α-Cronbach. Germany = 0, 73

Extrinsic motivation scale (5 questions) Example of items Getting a good grade is the most satisfying thing for me right now (MSLQ) I make the tasks, because otherwise I will have troubles (created) α-Cronbach. Russia = 0, 658, α-Cronbach. Germany = 0, 620

Web-usage in studying scale (6 questions) Example of items I share my works in Internet (in the blog, site or forum), because I want to receive feedback (created) During the course I used to discuss the materials on-line (created) α-Cronbach. Russia = 0, 726, α-Cronbach. Germany = 0, 775

COULD WE COMPARE DATA? Blind back-translation method (Beck et al. , 2003): Russian – German - Russian Sample equivalence (control for university level, specialization field, age, gender) Scale equivalence Structural equation modeling (made in EQS) COVS analysis MACS analysis

STRUCTURAL ANALYSIS 4 Factor model (INT, EXT, TA, A_Web) - low fit for data More detailed model

INTRINSIC MOTIVATION SUBSCALE 1: ENGAGEMENT mb 2 There are courses I am so interested in, that I continue studying even if I have to work more than necessary (for example, participate in research groups) mb 3 Some of task provide me such a pleasure from using my creativity, that I want to spent more time doing them than it is necessary for the exam.

INTRINSIC MOTIVATION SUBSCALE 2 – CHOICE mb 1*. I prefer course material that really challenges me so I can learn new things mb 25 During my studying in University I became so interested in one or several subjects that it influences my choice of the future professional activities.

INTRINSIC MOTIVATION SUBSCALE 3: CHALLENGE mb 24* When I have the opportunity in this class, I choose course assignments that I can learn from even if they don't guarantee a good grade. mb 16 If I have a choice between creative exercise and formal one I prefer the creative, even if it could be more complicated

RESULTS OF COVARIANCE STRUCTURE ANALYSIS 8 FACTOR model with partial structural invariance Intrinsic motivation 3 Web activity 3 Test anxiety 2 - Configural invariance No - Metric invariance - Scalar invariance - Invariance of factor variance - Invariance of latent means

INVARIANCE STRUCTURE FOUND: Intrinsic motivation - F 1 Test Anxiety – F 4 - (engagement), (exams), Configural invariance Metric invariance Scalar invariance Invariance of factor variance Invariance of latent means F 5 F 2 (choice), F 3 (challenge) (nervous state) Results of simultaneous multigroup analysis EQS output: FIT INDICES (BASED ON MODIFIED INDEPENDENCE MODEL, AND ------ BASED ON COVARIANCE MATRIX ONLY, NOT THE MEANS) BENTLER-BONETT NORMED FIT INDEX =. 962 BENTLER-BONETT NON-NORMED FIT INDEX =. 988 COMPARATIVE FIT INDEX (CFI) =. 992 BOLLEN'S (IFI) FIT INDEX =. 992 MCDONALD'S (MFI) FIT INDEX =. 993 ROOT MEAN-SQUARE ERROR OF APPROXIMATION (RMSEA) =. 021 90% CONFIDENCE INTERVAL OF RMSEA (. 000, . 034)

SIGNIFICANT DIFFERENCES Intrinsic motivation F 1 (intrinsic engagement) Russia F 2 (intrinsic trajectory choice) F 3 (intrinsic challenge) Russia Test Anxiety F 4 (exams failing anxiety) F 5 (nervous state while test or exams) Germany

DIFFERENCES Question: What for you used the computer yesterday?

Similarities

Differences Question “Do you feel overloaded with information from different sources? ”. 100 74, 1 80 82, 4 60 40 20 17, 2 9, 9 8, 7 7, 6 0 Yes, I feel overloaded No, I like to have Don't know, Refuse information available Students from Germany Students from Russia

DIFFERENCES Question: I copy and paste texts from a books or Internet uncited?

CONCLUSION ICT have no global influence on learning motivation Students require not only ICT tools or instruments, but also psychological tool to cope with this instruments. “We should give a child instrument (tool), which would play a special role – organization of his own behavior” (L. Vygotsky, 1930) A new challenge …

Dr. A. Porshnev National Research University – Higher School of Economics Nizhniy Novgorod, Russia aporshnev@hse. ru Dr. Prof. H. Giest Potsdam University, Germany giest@uni-potsdam. de THANK YOU FOR YOUR ATTENTION