Use of information and communication technologies as a motivational strategy in the blended learning classroom

Abstract

Introduction. Given today's academic and professional demands, we must promote knowing how to be, that is, a feeling of competence and autonomy. A classroom environment where technologies are used for learning and knowledge can be supportive of this purpose. The ob-jective of the present investigation, therefore, was to analyze motivation and sense of auton-omy in university students under classroom modalities of blended learning or the traditional classroom, using ICT. Method: This quantitative investigation used a non-experimental design, with a correlational, cross-sectional scope. A convenience sample was selected, with 60 students from the tradi-tional modality and 69 students from the blended classroom modality, at the Autonomous University of Campeche. A scale on perception of psychological needs (García, 2014) was used; its Cronbach alpha of .75 was considered viable for this investigation. Also included were students' grades on the Departmental Examination for the class subject Sensation and Perception. Results: A statistically significant difference was observed between students in the traditional and blended classrooms in their average grade attained on the Departmental Exam, and in extrinsic motivation. Extrinsic motivation was greater in the traditional classroom group, while motivation and sense of autonomy were greater in the blended classroom. In the same way, extrinsic motivation was found to have a statistically significant, negative relationship to intrinsic motivation; sense of autonomy had a statistically significant, positive relationship to average grade (EXADES). Discussion and Conclusions: A supportive environment, where students' sense of compe-tence is reinforced, improves not only what is learned, but also students' satisfaction and mo-tivation.