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 Motivation2Learn LAB

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We address three central issues:

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1. How students get interested at school.

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2. How students' motivation and beliefs for learning can be sustainably supported.

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3. Clarifying the strengths and weaknesses of educational technology.

 

 

 

 

photo of a picture from:

David Wiesner (June 29, 1999) 

Research Project Ongong
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AIMS: 

Make interest research of greater practical use to educators by modelling the interconnections between specific classroom experiences and the development of students' personal interest in educational domains of learning. 

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Key Project Outputs: --->Click each reference for direct download

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1. Fryer, L. K., Ainley, M. & Thompson, A. (2016). Modeling the links between students’ interest in a domain, the tasks they experience and their

interest in a course: Isn’t interest what university is all about? Learning and Individual Differences. 50, 57-165.https://doi.org/10.1016/j.lindif.2016.08.011

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2.  Fryer, L. K., Ainley, M., Thompson, A., Gibson, A., & Sherlock, Z. (2017). Stimulating and sustaining interest in a language course: An

experimental comparison of Chatbot and Human task partners. Computers in Human Behavior, 75, 461-468. https://doi.org/10.1016/j.chb.2017.05.045

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3. Fryer, L. K. & Ainley, M. (2019). Supporting interest in a study domain: A longitudinal test of the interplay between interest, utility-value, and

competence beliefs. Learning and Instruction. 60, 252-262. https://doi.org/10.1016/j.learninstruc.2017.11.002

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4. Fryer, L. K., Nakao, K. & Thompson, A. (2019). Chatbot learning partners: Connecting learning experiences, interest and competence.

Computers in Human Behaviour. 93,279-289. doi: https://doi.org/10.1016/j.chb.2018.12.023

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5. Fryer, L. K. & Bovee, H. N. (2020) Teaching for course interest. Studies in Higher Education.https://doi.org/10.1080/03075079.2020.1712692

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6. Fryer, L. K., Shum, A., Lee, A. & Lau, P. (2021). Mapping students' interest in a new domain: Connecting prior knowledge, interest, and self-

efficacy with interesting tasks and a lasting desire to reengage. Learning and Instruction.https://doi.org/10.1016/j.learninstruc.2021.101493

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7. Fryer, L. K., Bovee, H.N. and Nakao, K. (2022). Self-efficacy latent growth trajectories' longitudinal links with achievement and interest: Both

baseline and growth rate are important for interest outcomes. British Journal of Educational Psychology e12473. https://doi.org/10.1111/bjep.12473

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8. Shum, A. & Fryer, L. K. (2023).Grade goal effects on the interplay between motivation and performance in undergraduate gateway

mathematics courses. Contemporary Educational Psychology. https://doi.org/10.1016/j.cedpsych.2023.102228 

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9. Fryer, L. K., *Bovee, H. N., Witkins, N, & Mathews, P. (2023). Nudging students’ interest: A large-scale motivation-commercial experimental

proof of concept. System. https://doi.org/10.1016/j.system.2023.103162

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Understanding and Supporting the Development of Interest in Classrooms
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Learning Strategies Development

AIMS: 

 Expand current conceptions of students' learning strategies through novel research design/analyses and by integrating longstanding, overlapping models. 

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Key Project Outputs: --->Click each reference for direct download

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1. Fryer, L. K. (2017). Building bridges: Seeking structure and direction for motivated learning strategy models. Educational Psychology

Review. 29, 325-344. https://doi.org/10.1007/s10648-017-9405-7

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2.  Fryer, L. K. (2017). (Latent) transitions to learning at university: A latent profile transition analysis of first-year Japanese students.

Higher Education. 73, 519-537. https://doi.org/10.1007/s10734-016-0094-9     

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3. Fryer, L. K. & Vermunt, J. D. (2018). Regulating approaches to learning: Testing learning strategy convergences across a year at

university. British Journal of Educational Psychology. 88, 21-41. https://doi.org/10.1111/bjep.12169

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4. Fryer, L. K. &  Ginns, P. (2018). A reciprocal test of perceptions of teaching quality and approaches to learning: A longitudinal

examination of teaching-learning connections. Educational Psychology. 8.1032-1049. https://doi.org/10.1080/01443410.2017.1403568.

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5. Dinsmore, D. & Fryer, L. K. (2019). Developing learners’ cognitive strategies and the  motivations to use them: Rethinking Education

Policy. Policy Insights from Behavioral and Brain Science. https://doi.org/10.1177/2372732219860862

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6. Dinsmore, D. L., Fryer, L. K. & Parkinson, M. M. (2020). Handbook of strategies and strategic processing: Conceptualization,

measurement, and analysis. New York: Routledge.

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7. Fryer, L. K., Lee, S. & Shum, A. (2020). Student Learning, Development, Engagement, and Motivation in Higher Education.” In Oxford

Bibliographies in Education. Ed. Anne Hynds. New York: Oxford University Press. https://doi.org/10.1093/OBO/9780199756810-0246

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8. Shum, A., Fryer, L. K., & Cano, F. (2021). Nature vs Nurture: Predicting learning strategy patterns and their outcomes. Higher Education

Research and Development. https://doi.org/10.1080/07294360.2021.1985088

 

9.Dinsmore, D. L., Fryer, L. K., & Parkinson, M. M. (2022). The learning styles hypothesis is false, but there are patterns of student

characteristics that are useful. Theory Into Practice. https://doi.org/10.1080/00405841.2022.2107333

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10. Dinsmore, D.,  Fryer, L. K. & Dumas D. (2023). A theoretical and meta-theoretical reframing of the development of cognitive processing

and learning. Educational Psychology Review. 35 (66).https://doi.org/10.1007/s10648-023-09789-3

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11. *Shum, A., Fryer, L. K., Vermunt, J., Donche, V., Petegam, P., Lee, D., Rienaldo, R., Ajiksmo, C., Summer W. & Cano, F. (2023).  Variable-

and Person-centred meta-re-analyses of university students' learning strategies from a cross-cultural perspective. Higher Education.https://doi.org/10.1007/s10734-023-01062-4 

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12. Dinsmore, D. L. & Fryer, L. K. (2023). Critical thinking and its relation to strategic processing. Educational Psychology Review. 35(1)  

https://doi.org/10.1007/s10648-023-09755-z

Learning with Bots

AIMS: 

Explore the growing (endless) potential of AI (bots) as learning partners for formal education.

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Key Project Outputs: --->Click each reference for direct download

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 1. Fryer, L. K., & Carpenter, R. (2006). Bots as language learning tools. Language Learning and Technology, 10, 8-14. Permanent Online

Location: llt.msu.edu/vol10num3/emerging/

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2 .Fryer, L. K., Ainley, M., Thompson, A., Gibson, A., & Sherlock, Z. (2017). Stimulating and sustaining interest in a language course: An

experimental comparison of Chatbot and Human task partners. Computers in Human Behavior, 75, 461-468. https://doi.org/10.1016/j.chb.2017.05.045

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3. Fryer, L. K., Nakao, K. & Thompson, A. (2019). Chatbot learning partners: Connecting learning experiences, interest and

competence. Computers in Human Behaviour. 93,279-289. https://doi.org/10.1016/j.chb.2018.12.023

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4. Fryer, L. K., Thompson, A., Nakao, K., Howarth, M., & Gallacher, A. (2020). Supporting self-efficacy beliefs and interest as

educational inputs and outcomes: Framing AI and Human partnered task experience. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2020.101850

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5. Fryer, L. K., Coniam, D., Carpenter, R., and Lăpușneanu, D. (2020). Bots for language learning now. Language Learning and

Technology. 24(3). 8–22. Retrieved from http://hdl.handle.net/10125/44719

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6. Huang, W., Hew T. & Fryer, L. K. (2022). Chatbots for language learning—are they really useful? A systematic review of chatbot-

supported language learning. Journal of Computer Assisted Learning. http://doi.org/10.1111/jcal.12610

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Mobile Assessment for Learning

AIMS: 

Support classroom learning (K-Tertiary) mobile formative assessment tools

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Key Project Outputs:

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1.  *Liang, L. Oga-Baldwin, W. L.,  Nakao, K., *Shum. A. & Fryer, L. K. (In press). Transitioning from Paper to Touch interface:

Phoneme-Grapheme Recognition Testing and Gamification in Primary school classrooms. Technology in Language Teaching & Learning.

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2. Nakao, K., Oga-Baldwin, W. L. Q., & Fryer, L. K. (2024, in press).  Developing phoneme-grapheme recognition for English as a

foreign language: A longitudinal study at Japanese primary school 

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3. *Shum, A. & Fryer, L. K. (2023).Grade goal effects on the interplay between motivation and performance in undergraduate

gateway mathematics courses. ContemporaryEducational Psychology. https://doi.org/10.1016/j.cedpsych.2023.102228

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4. Nakao, K., Oga-Baldwin, W. L. Q., & Fryer, L. K. (2022, Fall). Phonemic awareness as fundamental listening skill: A cross-sectional,

cohort study of elementary foreign language learners.

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5. Oga-Baldwin, W. L. Q, Nakao, K., Fryer, L. K., & Shum, A. (2022) Development of a smart application for phonological testing in

elementary schools: The building blocks of an adaptive test. Poster presented at the 21st International CALL Research Conference, Tokyo, Japan. July 8–10.

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6. Fryer, L. K., *Shum, A., Leen, A. & Lau, P. (2021). Mapping students' interest in a new domain: Connecting prior knowledge,

interest, and self-efficacy with interesting tasks and a lasting desire to reengage. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2021.101493

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RESEARCH PROJECTS
Links
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Google scholar: Everything
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Scopus: A curated collection of almost everything
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ResearchGate: Can download everything open access

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Faculty of Education,
The University of Hong Kong

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The Centre for Enhancement of Teaching and Learning
The University of Hong Kong

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