Motivation2Learn LAB
We address three central issues:
1. How students get interested at school.
2. How students' motivation and beliefs for learning can be sustainably supported.
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.
Key Project Outputs: --->Click each reference for direct download
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
value, and competence beliefs. Learning and Instruction. 60, 252-262. https://doi.org/10.1016/j.learninstruc.2017.11.002
Computers in Human Behaviour. 93,279-289. doi: https://doi.org/10.1016/j.chb.2018.12.023
self-efficacy with interesting tasks and a lasting desire to reengage. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2021.101493
Both baseline and growth rate are important for interest outcomes. British Journal of Educational Psychology e12473. https://doi.org/10.1111/bjep.12473
experimental proof of concept. System. https://doi.org/10.1016/j.system.2023.103162
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
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
Understanding and Supporting the Development of Interest in Classrooms
Learning Strategies Development
AIMS:
Expand current conceptions of students' learning strategies through novel research design/analyses and by integrating longstanding, overlapping models.
Key Project Outputs: --->Click each reference for direct download
Review. 29, 325-344. https://doi.org/10.1007/s10648-017-9405-7
Higher Education. 73, 519-537. https://doi.org/10.1007/s10734-016-0094-9
university. British Journal of Educational Psychology. 88, 21-41. https://doi.org/10.1111/bjep.12169
Policy. Policy Insights from Behavioral and Brain Science. https://doi.org/10.1177/2372732219860862
measurement, and analysis. New York: Routledge.
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
and learning. Educational Psychology Review. 35 (66).https://doi.org/10.1007/s10648-023-09789-3
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
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.
Key Project Outputs: --->Click each reference for direct download
Location: llt.msu.edu/vol10num3/emerging/
competence. Computers in Human Behaviour. 93,279-289. https://doi.org/10.1016/j.chb.2018.12.023
Technology. 24(3). 8–22. Retrieved from http://hdl.handle.net/10125/44719
Mobile Assessment for Learning
AIMS:
Support classroom learning (K-Tertiary) mobile formative assessment tools
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
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
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
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.
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.
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
RESEARCH PROJECTS
Links
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Faculty of Education,
The University of Hong Kong
The Centre for Enhancement of Teaching and Learning
The University of Hong Kong