We report on data collected at three time points during a four-day intervention designed to explore the value added of technology-rich activities within an inquiry mathematics curriculum. Two of the activities were computer-based, whereas the third involved a professionally created movie. Using latent profile analysis we explored (a) the profiles of experiences (indicated by self-reports of immersion, interest, usefulness, and relatedness of the technology activity) that students in Grades 5–8 (n = 7774) reported regarding their participation in one of three different activities; (b) the motivational and achievement outcomes in mathematics that were evident by being a member of one of these latent profiles; and (c) the factors that predicted students’ membership into one of these profiles of technology experience. Results showed that: (1) three latent profiles emerged from the data; (2) the profiles predicted mathematics learning and motivation; and (3) grade level, prior mathematics achievement, prior mathematics interest, and students’ feelings of how autonomy supportive their teachers are predicted membership into these profiles. Results support and refine the literature in educational psychology regarding models of motivation and engagement, as well as the literature in educational technology concerning the motivational affordances of technology.
Contemporary Educational Psychology
Chen, J. A., Star, J. R., Dede, C., & Tutwiler, M. S. (2018). Technology-rich activities: One type does not motivate all. Contemporary Educational Psychology, 54, 153–170. https://doi.org/10.1016/j.cedpsych.2018.06.011