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Fostering Engagement in Educational Technologies Through Developmental Theory and Program Data
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Author(s): Elizabeth R. Kazakoff (Lexia Learning, USA), Melissa Orkin (Tufts University, USA), Kristine Bundschuh (Lexia Learning, USA)and Rachel L. Schechter (Lexia Learning, USA)
Copyright: 2018
Pages: 24
Source title:
End-User Considerations in Educational Technology Design
Source Author(s)/Editor(s): Rod D. Roscoe (Arizona State University, USA), Scotty D. Craig (Arizona State University, USA)and Ian Douglas (Arizona State University, USA)
DOI: 10.4018/978-1-5225-2639-1.ch005
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Abstract
This chapter provides theoretical and practical insights for integrating and improving motivation in the design of educational technologies and enhancement of student engagement. While the number of new products available to support differentiated learning is great news for students, the rapid development of products may mean quantity over quality. Schools may end up purchasing educational technology tools that may not necessarily be user-friendly, developmentally appropriate, or built with the student end-user in mind, especially for elementary school students. Ideas from popular and well research motivational theories—self-determination theory, attribution theory, and goal orientation theory/mindsets—are discussed in terms of their integration in the design of educational technologies. The blended learning literacy program, Lexia Reading Core5® (Core5), is used as an example of how to iteratively redesign educational technologies taking motivational theories into account. The specific theories and examples presented are then summarized as for practical application.
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