Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.718677
Title: Designing to motivate interaction between peers in learning contexts
Author: Alsugair, Balsam Abdulaziz
Awarding Body: University of Nottingham
Current Institution: University of Nottingham
Date of Award: 2016
Availability of Full Text:
Access from EThOS:
Abstract:
The increase of children’s interest in social media has helped facilitate interaction between peers. This interaction plays a vital role in children’s educational development. However, as children grow older, their motivation to interact - particularly to seek and provide academic support- declines. This thesis reports on the mixed methods research conducted to provide UK Key Stage 3 pupils with a motivating peer support system. The design of this system is informed by research on children’s motivation. Specifically, this work draws on the Self Determination Theory (SDT); a recent theory of motivation that takes into consideration an individual’s relatedness to a community. This social inclination of SDT makes it an appropriate underpinning for the development of a peer support system. This thesis examines the design of AnswerPro, a help-seeking system designed under a user-centred approach. The motivational constructs of autonomy, competence and relatedness were translated into system interface features. An iterative design process resulted in a web-based tool that enables direct asking and answering of questions between users. The evaluation of this design was conducted in two stages. Firstly, a field study found that users’ interactions on the system were influenced by their measured motivation. In particular, users who were initially less motivated to seek and provide help interacted more on the system compared to their motivated peers. Secondly, two controlled studies found that AnswerPro increased pupils’ motivation to seek peer support. Those studies also revealed the complex nature of relatedness and identity in help-seeking systems. This research contributes to the HCI field the identification, interpretation and evaluation of three motivational constructs in the design of a system. Furthermore, this work contributes a peer support system that motivates pupils to seek support from each other. Also, a deeper understanding of relatedness and its interpretation into identity is formed. This understanding resulted in the identification of 4 distinct identity modes for help-seeking systems under which users' behaviours and motivation differ.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.718677  DOI: Not available
Share: