Testing the METUX Model in Higher Education: Interface and Task Need-Satisfaction Predict Engagement, Learning, and...

Area of Science:

• Educational Technology
• Human-Computer Interaction
• Psychology

Background:

• The Motivation, Engagement, and Thriving in User Experience (METUX) model offers a framework for understanding user experience in digital environments.
• Its applicability in higher education, particularly concerning digital learning tools, requires empirical validation.

Purpose of the Study:

• To test the validity of the METUX model within the higher education context.
• To investigate the role of need satisfaction in digital learning tools (interface and task spheres) on engagement, learning, and well-being.
• To propose and evaluate a process model linking these factors.

Main Methods:

• A cross-sectional study involving 426 higher education students.
• Structural equation modeling was employed to analyze the proposed relationships.
• Data collection focused on need satisfaction within interface and task spheres of digital learning tools.

Main Results:

• Interface autonomy and competence satisfaction positively predicted task autonomy and competence.
• Task competence negatively predicted focused attention but positively predicted perceived usability and well-being.
• Task autonomy positively predicted perceived usability and reward, with initial support for the METUX model found.

Conclusions:

• The METUX model demonstrates initial validity in higher education, highlighting the importance of need satisfaction for engagement and well-being.
• Further validation and refinement of measurement scales for need satisfaction are recommended.
• The study found no direct effect of the task sphere on learning, suggesting a need for context-specific investigations and a comprehensive model evaluation.