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)
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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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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value, and competence beliefs. Learning and Instruction. 60, 252-262. https://doi.org/10.1016/j.learninstruc.2017.11.002
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Computers in Human Behaviour. 93,279-289. doi: https://doi.org/10.1016/j.chb.2018.12.023
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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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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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experimental proof of concept. System. https://doi.org/10.1016/j.system.2023.103162
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10. Fryer, L. K., *Shum. A., *Bovee, H. N., Nakao, K., & Ozono, S. ( 2024). The short and long(er)-term dividends of self-efficacy’s latent growth rate:
Attendance, knowledge gain, and domain interest outcomes across two academic years. Educational Psychology. https://doi.org/10.1080/01443410.2024.2387549
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11. Fryer, L. K. & *Shum, A. (2024). Math task experiences and motivation to learn more: how prior knowledge, interest and self-efficacy with task-
interest & task-difficulty together feed a desire to reengage with learning. British Journal of Educational Research. https://doi.org/10.1002/berj.4057
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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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Review. 29, 325-344. https://doi.org/10.1007/s10648-017-9405-7
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Higher Education. 73, 519-537. https://doi.org/10.1007/s10734-016-0094-9
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university. British Journal of Educational Psychology. 88, 21-41. https://doi.org/10.1111/bjep.12169
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Policy. Policy Insights from Behavioral and Brain Science. https://doi.org/10.1177/2372732219860862
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measurement, and analysis. New York: Routledge.
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Research and Development. https://doi.org/10.1080/07294360.2021.1985088
characteristics that are useful. Theory Into Practice. https://doi.org/10.1080/00405841.2022.2107333
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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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https://doi.org/10.1007/s10648-023-09755-z
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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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Location: llt.msu.edu/vol10num3/emerging/
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competence. Computers in Human Behaviour. 93,279-289. https://doi.org/10.1016/j.chb.2018.12.023
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Technology. 24(3). 8–22. Retrieved from http://hdl.handle.net/10125/44719
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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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*Liang, L. Oga-Baldwin, W. L., Nakao, K., *Shum. A. & Fryer, L. K. (2024). Transitioning from Paper to Touch interface: Phoneme-
Grapheme Recognition Testing and Gamification in Primary school classrooms. Technology in Language Teaching & Learning. https://doi.org/10.29140/tltl.v6n2.1067
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2. Nakao, K., Oga-Baldwin, W. L., & Fryer, L. K. (2024). Developing phoneme-grapheme recognition in English as a foreign language: A
longitudinal study at Japanese primary school. International Electronic Journal of Elementary School Education. https://doi.org/10.26822/iejee.2024.33
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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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