Keyword: motivation

ABSTRACT: Student engagement in higher education is a complex construct that encompasses the active participation, involvement, and investment of students in their learning experiences. However, foreign students, who bring unique cultural, linguistic, and social
backgrounds, face distinct challenges and experiences in adapting to higher education environments. This research aimed to fill a practical research gap by exploring how foreign undergraduate students in Finland perceive student engagement and motivation in higher education. Moreover, it sought to advance the ongoing discussion about student engagement in academia. This inductive research adopted a qualitative research framework and gathered interview data with foreign degree students in Finland. The semi-structured interviews with foreign undergraduate students were analyzed thematically and yielded four primary themes. First is the theme of peer interaction and cultural stereotypes, followed by the second theme, which revolves around integration challenges. The third theme highlights challenges viewed as opportunities, and finally, the theme of institutional support. Moreover, the study contributes to the body of knowledge by providing valuable insights about a group of students that is often marginalized. The article concludes by providing implications for research and practice.

ABSTRACT: This study investigates artificial intelligence (AI) psychological empowerment in education, examining how AI tools enhance students’ sense of competence, autonomy, and engagement beyond the effects of material empowerment (e.g., task performance
improvements). Using a quasi-experimental design, we compared Chinese domestic students in China and Chinese international students in Australia to assess whether AI psychological empowerment is both tangible and more impactful than material empowerment. We highlight several nuanced ways AI fosters personal growth and self-perception. Our findings reveal that, while AI material empowerment is beneficial, psychological empowerment has a stronger influence on motivation and self-perception, particularly for international students compared to local students, despite both groups completing the same English writing task. These results suggest that AI’s role in education extends beyond traditional material support, offering transformative psychological empowerment that enhances students’ confidence in academic contexts. This empowerment reasonably translates into greater personal adaptability and, ultimately, personal growth. The study contributes to the growing literature on AI in education, providing insights for scholars, educators, and policymakers seeking to leverage AI for holistic student development. Notably, generative AI (GAI) emerges as a critical tool for cultural and linguistic adaptation, particularly for immigrant students navigating foreign academic systems. Furthermore, the psychological empowerment effects of GAI appear to be context-dependent, with stronger impacts observed in students facing greater cultural or linguistic barriers. These findings emphasize AI’s potential to foster personal growth and resilience across diverse learning contexts. Finally, we recommend that educational policies and practices be tailored to leverage GAI for immigrant populations, paving the way for more equitable educational opportunities.

ABSTRACT: This study investigates the crucial interplay between the motivation of pre-service teachers and the academic performance of primary school pupils in basic science and technology subjects within the Oyi Local Government Area of Anambra State, Nigeria. A descriptive survey method was used. The sample comprised 200 pre-service teachers and primary six students in government primary schools in Oyi Local Government Area. The researchers also constructed questionnaires and administered them to the sampled population inOyi Local Government Area of Anambra State. Preliminary findings underscore the significance of pre-service teacher motivation in shaping the academic success of primary school pupils. These attributes contribute to a more conducive and effective learning environment, ultimately benefitting the academic performance of primary school pupils. However, challenges persist in providing consistent settlements, recognition, instructional materials, and retraining opportunities for pre-service teachers. Addressing these challenges is crucial for sustaining teacher motivation, improving teaching quality, and enhancing the educational experience for students.

ABSTRACT: This research compared the effects of solo and collaborative gameplay formats on learning achievement and motivation among freshmen English students. Sixty studentswere randomly assigned to play educational games either individually or in small groups over 10weeks.While both groups received similar instructional time, one played independently using individual devices, while the other played in small groups sharing a single device. A pre-test and post-test design was used, with a 20-multiple-choice exam assessing freshman English knowledge. A modified Motivated Strategies for Learning Questionnaire was also administered to measure five dimensions of motivation (intrinsic goal orientation, extrinsic goal orientation, task value beliefs, control beliefs, and self-efficacy for learning). Post-test scores were significantly higher for the collaborative gameplay group, suggesting team-based interaction enhanced learning. However, a multivariate analysis of variance showed no significant differences between groups on any of the motivation dimensions measured. The findings demonstrate collaborative gameplay may boost achievement without compromising motivation when compared to solo gameplay.

ABSTRACT: This narrative review critically examines the application of gamification in higher education. Gamification, the integration of game elements into learning, is increasingly used to enhance student engagement and motivation. However, the effectiveness of gamification depends on its alignment with learning objectives. Superficial use of game elements, such as irrelevant badges, can hinder meaningful learning outcomes. Moreover, over-reliance on extrinsic rewards can lead to short-term motivation but may compromise deep learning. Additionally, a competitive culture fostered by gamification might hinder collaboration and stress individual achievement. To harness gamification’s benefits, educators must carefully design game mechanics to promote collaboration, select suitable activities, and consider diverse learning styles. This review underscores the need for thoughtful integration of gamification and the importance of evaluating its impact on pedagogical goals in higher education. The article concludes by providing implications for research and practice.