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Conversion of extrinsic into intrinsic motivation and computer based testing (CBT)
Maral Hariri-Akbari1, Behjat Shokrvash2, Firooz Mahmoodi3
1Department of Basic Sciences, Paramedical School, Tabriz University of Medical Sciences, Golgasht Ave, Tabriz, 5166615739, Iran.
BMC Medical Education
|June 20, 2018
Summary
Computer-based testing (CBT) is positively viewed by students when autonomous motivation is fostered. Promoting intrinsic motivation through autonomous regulation makes CBT a recommended assessment method.
Area of Science:
- Educational Technology
- Psychology
Background:
- Computers are integral to modern life, necessitating their use in education and assessment.
- Student motivation in computer-based testing (CBT) is crucial for effective learning.
Purpose of the Study:
- To develop a valid scale for assessing student motivation in CBT.
- To identify factors influencing student motivation and self-regulation in CBT.
- To evaluate the impact of autonomous versus controlled learning environments on motivation.
Main Methods:
- A cross-sectional study involving 246 Iranian paramedical students.
- A 26-item questionnaire based on Self-Determination Theory (SDT) using a five-point Likert scale.
- Factor analysis (exploratory and confirmatory) was employed for scale validation.
Main Results:
- A validated questionnaire based on SDT variables was developed.
- Four factors explained 60.28% of the variance: autonomy (26.37%), stimulation (14.11%), relatedness (10.71%), and competency (9.10%).
- Autonomous extrinsic motivation positively correlated with intrinsic motivation and CBT performance.
Conclusions:
- Students generally have a positive attitude towards computer-based testing.
- Fostering autonomous regulation enhances intrinsic motivation for CBT.
- CBT is recommended as an effective assessment mode when student autonomy is prioritized.
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