| Chapter 2: | Background |
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While positive findings of the ACOT research point to new learning experiences requiring higher level reasoning and problem solving, as well as a positive effect on student attitudes, the negative findings show that computer-rich environments do not always point to increased learning (Schacter, 2001). In subjects such as vocabulary, reading comprehension, and mathematical concepts, the standardized tests show that the ACOT students performed no better than comparison groups with no access to computers.
Mark Lepper (1985) of Stanford University examined the theoretical literature on intrinsic motivation and predicted that: (a) if computer activities provide challenges, students will be motivated to seek solutions, (b) if computer activities stimulate curiosity, students will be motivated, and (c) if computer activities provide a sense of independence, students will be inspired to sustained and intense effort.
Not all computer activities, however, attract the same amount of student engagement and effort. Becker states that there is little nationally descriptive evidence about the relationship between various patterns of computer use and student motivational outcomes (Becker, 2000b). Many of the studies concerning engagement have involved self-report questionnaires from the teachers rather than the students. The true indication of the kinds of effects that computer experience may be having on students will come from further sustained research on learning environments.
In his meta-analysis, James Kulik (1994) summarized more than a decade of studies on the effects of computer use for instruction. One positive finding was that students like their classes more and develop more positive attitudes when their classes include computer-based instruction. However, computers did not have positive effects in every area in which they were studied.
At first glance, student engagement appears to be critical to motivation during the learning process.