Untersuchung des Einflusses von adaptivem E-Learning auf die Lernmotivation von Studierenden: benutzerzentrierte Weiterentwicklung und Evaluation einer adaptiven E-Learning Plattform für die Hochschullehre

Abstract

E-learning systems gain in importance as an addition to classroom teaching in university contexts. Regarding this, a prerequisite is situational efficacious learning motivation. The thesis was dedicated to the examination of the key issue to what extent adaptive e-learning could foster learning motivation in self-regulated learning-settings. For handling the topic, theoretical foundations regarding adaptive e-learning systems and learning motivation in the context of self-regulated learning were processed. Components and techniques of adaptive e-learning systems were analyzed. The key subject learning motivation was defined for learning and achievement situations. Furthermore, a process model for describing learning motivation in self-regulated contexts was operationalized. Based on the synthesis of the theoretical foundations, research questions and a suitable study design were derived. Also, an existing e-learning platform for university teaching was identified as a case-study. For the further development and evaluation of the chosen learning platform NanoTecLearn a study design consisting of three phases was implemented. The study design focused especially on the evaluation of the process of the learning motivation while learning with the platform and on the conception of adaptation techniques. Within the first study focal point appropriate motivational indicators as a basis for the adaptation were derived and matching adaptation techniques were conceptualized, implemented and evaluated comparatively. The second study focal point consisted of a comparative evaluation of the quality and process of learning motivation within a self-regulated learning process with non-adaptive and adaptive versions of the learning platform. The evaluation of the partial studies of the study design showed that adaptive e-learning for the student-target group led to overall high levels of approval and acceptance. Also, a consistently high learning motivation while learning with the different versions of the learning platform was identified during the lab studies. In the end, a significant improvement of the learning motivation and user experience while learning with adaptive e-learning compared to the non-adaptive version of the platform could not be proven.