Several research works have analyzed how students' motivational factors improve the effectiveness of mobile learning experiences. Rarely, the impact of teachers' motivation on the learners' results. In this paper, we argue that teachers' motivational factors should be similarly analysed, since teachers participate actively in the social processes of knowledge development. According to the results of a 2-year m-learning project, we consider motivational aspects as gradients in a 3D-space; dimensions in this space represent the social, information and geographical dimensions to be considered in order to analyze the knowledge building process in a mobile environment. Motivational factors are gradients which can determine the dynamical evolution of the entire classroom during a mobile learning experience.

Teachers motivation factors in the success of mobile learning: what we learnt

Marco Arrigo;Davide Taibi;Giovanni Fulantelli;Luciano Seta;Manuel Gentile;Onofrio Di Giuseppe
2009

Abstract

Several research works have analyzed how students' motivational factors improve the effectiveness of mobile learning experiences. Rarely, the impact of teachers' motivation on the learners' results. In this paper, we argue that teachers' motivational factors should be similarly analysed, since teachers participate actively in the social processes of knowledge development. According to the results of a 2-year m-learning project, we consider motivational aspects as gradients in a 3D-space; dimensions in this space represent the social, information and geographical dimensions to be considered in order to analyze the knowledge building process in a mobile environment. Motivational factors are gradients which can determine the dynamical evolution of the entire classroom during a mobile learning experience.
2009
Istituto per le Tecnologie Didattiche - ITD - Sede Genova
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/20.500.14243/63480
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