Improving Learning Motivation in a Flipped-Classroom Teaching System Based on Expectancy-Value Theory and Timely Adjustments of Course Contents

Abstract

Enhancing students' learning motivation is crucial in higher education. This paper presents a flipped-classroom teaching system that combines the expectancy-value theory and timely adjustments of course contents to improve student engagement. A newly developed evaluation framework assesses instructional effectiveness by analyzing students' learning behaviors. The study first designed a Moodle-based learning management system that incorporated the theoretical framework, practical structure of the flipped-classroom course, and a course-adjustment model. Then, it developed a new evaluation framework for data acquisition, behavior analysis, and instructional effectiveness assessment. Teaching practice statistics using this system enable instructors to obtain a comprehensive picture of students' learning behaviors, while descriptive statistics of learning behaviors provide an overview of students' learning engagement. Finally, the paper summarizes the significance and contributions of this study and outlines future directions.