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:
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. do https://doi.org/10.1016/j.lindif.2016.08.011
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
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
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
5. Fryer, L. K. , & Bovee, H. N. (2020) Teaching for course interest. Studies in Higher Education. https://doi.org/10.1080/03075079.2020.1712692
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
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
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:
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
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
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
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.
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
6. Dinsmore, D. L., Fryer, L. K. & Parkinson, M. M. (2020). Handbook of strategies and strategic processing: Conceptualization, measurement, and analysis. New York: Routledge.
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
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
Learning with Bots
AIMS:
Explore the growing (endless) potential of AI (bots) as learning partners.
Key Project Outputs:
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/
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
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
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
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
6. Huang, W., Hew T. & Fryer, L. K. (2021). 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
Mobile Assessment for Learning
AIMS:
Support classroom learning (K-Tertiary) mobile formative assessment tools
Key Project Outputs:
1. 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.
2. 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.
3. 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