5ICT ResearchBecta

What the research saysabout ICT and motivation This report is based on an analysis of available research about themotivational effects of Information and CommunicationTechnologies (ICT) on students’ commitment to and engagementin learning. It summarises the key findings and suggestsresources for further reading.

This report summarises research literature on topics including:

● students’ attitudes and perceptions towards ICT

● why and how ICT activities can motivate learners

● how online learning communities can re-engage disaffected teenagers

● effective classroom pedagogy using ICT

● motivational effects of different types of technology such as laptops anddigital video

● benefits to students with Attention Deficit Hyperactivity Disorder (ADHD)and emotional and behavioural difficulties (EBD).

This report considers a wide range of ICT including:

● portable ICT devices

● school networks

● web-based resources

● video conferencing

● common office applications such as spreadsheets, word processorsand databases.

Contents● key research evidence about student

motivation and ICT

● evaluation of findings

● bibliography and further reading.

SummaryResearch provides substantial evidence thatICT can have a positive effect on students’enjoyment and interest in learning.

Key benefits

● increased commitment to the learningtask

● increased independence andmotivation for self-directed study

● enhanced self esteem and improvedbehaviour.

How teachers can maximise the impactof ICT on students’ motivation

● being confident in its use andundergoing training

● exploring new opportunities forimproving classroom practices whenusing ICT, in particular, to make lessonsmore stimulating and enjoyable

Research evidenceshows that ICT can

stimulate, motivateand spark students’

appetites for learningand helps to create a

culture of success.Thiscan be demonstrated

in their increasedcommitment to thelearning task, their

enhanced enjoyment,interest and sense of

achievement inlearning when using

ICT, and theirenhanced self esteem.

● ‘they extend the things they’re askedto do according to their interests –take tasks much farther than expectedin other classes’.

● students with special educationalneeds (SEN) ‘don’t have to worry aboutcopying things down. Anything thatgoes up on the [interactive] board canbe recorded on anyone’s PC…They can

call up information from weeks agowhich would have been wiped off atraditional board. It increases[students’] self-confidence and theydon’t get worried’.

● ‘…for the first time in their careersthey have felt success.They can all goas far as they can go.There is noexclusion in opportunity’.

● ‘…the evidence of the childrenapplying themselves is in the work andtheir high achievement in the NationalCurriculum assessments’.

This case study is drawn from HARRIS, S.,and KINGTON, A., 2002, Innovativeclassroom Practice Using ICT in England:the Second Information Technology inEducation Study (SITES).

Using ICT to motivate students in practiceWindmill Primary School has a high percentage of students with special educational needs and prides itselfon accepting students who have been excluded from other schools.The school has a strong ethos ofencouraging all students to fulfil their potential and has equipped all 46 students in Year 6 with their owndesktop computer, including internet access.Two full-time learning support assistants (LSAs) support theteacher, who uses an interactive whiteboard to extend the ways he communicates with all students.

Comments from the staff illustrate the different ways ICT motivated the students:

Key research evidence about the motivationaleffects of ICT in teaching and learningOn the basis of Becta’s analysis, ICT can have positive effects on student motivation in the areas outlinedbelow (there are references for further reading supplied alongside some of the findings).

About Becta’s ‘What theResearch Says…’ series

This series of briefing papers isdesigned in particular forteachers, ICT co-ordinators andschool managers, in order toprovide an initial idea of theavailable research evidence forthe use of Information andCommunications Technology(ICT) in schools and colleges.Wewelcome feedback andsuggestions for further titles inthe series (contact details can befound at the end of this briefing).

General benefits● regular use of ICT across different

curriculum subjects can have abeneficial motivational influence onstudents’ learning (Cox 1997)

● online learning engages de-motivatedand disaffected students (Duckworth2001; Passey 2000; Harris and Kington 2002)

● improved confidence, motivation andself-esteem particularly for childrenwith special educational needs anddisaffected students (Passey 2000)

● increased motivation to write andre-draft work across a range ofabilities (Moseley and Higgins 1999).

Benefits for students● students who used educational

technology in school felt moresuccessful in school, were moremotivated to learn and haveincreased self-confidence and self-esteem (Software and InformationIndustry Association 2000)

● boys spent more time drafting andre-drafting their work in English whenusing laptops, compared to thosewho did not have access to thetechnology (Passey 2000)

● production of correctly spelt, neatlypresented work can motivate thosestudents who find difficultyproducing such work by hand(Wishart and Blease 1999)

● students found learning in atechnology-enhanced setting morestimulating and student-centred thanin a traditional classroom (Pedretti andMayer-Smith 1998).

Benefits for teachers● students are generally more ‘on task’

and express more positive feelingswhen they use computers than whenthey are given other tasks to do(Becker 2000)

● amount of non-task directedbehaviour significantly decreasedduring computer and classroomsessions, following the use ofmultimedia programs for reading andspelling (Van Daal and Reitsma 2000)

● using digital video as part of learningtasks improved behaviour andon-task concentration (Reid/BFI 2002)

● laptops motivated students to worklonger and harder with an increasedpride in their work (Rockman 2000).

Benefits for parents● computer use during lessons

motivated students to continue usinglearning outside school hours (Becker2000; Chen and Looi 1999; Harris andKington 2002).

Factors for effective use● individual ownership, more than

simply access to the technologyincreases motivation (Harris andKington 2002; Hennessy 2000; Passey2000; Rockman 2000)

● regular use of ICT across thecurriculum can increase studentconfidence and motivation inlearning (Cox, 1997; Hennessy 2000)

● teachers providing ICT activitiesoffering opportunities for active,independent learning can increasestudents’ motivation to learn (Becker2000; Hennessy 2000).

Increased commitment to learningTeachers providing more engagingtechnology-enhanced lessons report thatstudents are motivated to continue usingcomputers at other times of the school day andoutside school (Becker 2000; Rockman 2000).Students involved in Challenge 2000, aninternet-based resource, were keen to work intheir own time, before and after school, as wellas during the timetabled sessions and did nothave a problem maintaining motivation andexcitement (Harris and Kington 2002).

Enhanced sense of achievementExploiting ICT can lead to an enhanced senseof achievement for many students who havepreviously been under-achieving. Learninggains and increases in motivation have beenfound in literacy and mathematics (Moseleyand Higgins 1999), geography and English(Hennessy 2000; Van Daal and Reitsma 2000)and for special needs students in terms ofproducing higher standards of work (Harris andKington 2002). However, as with any task whichdoes not include ICT, if the experience is eithertoo difficult or too easy it can be de-motivating(Cox 1997).

Supporting self-directed studyStudents using an online GNVQ coursedeveloped an increased independence andmotivation for an autonomous style of learningthat is seen as a valuable preparation forlifelong learning (Harris and Kington 2002).

Greater self esteemNotschool.net is a virtual community that givesyoung people the opportunity to develop theirself-esteem and be re-introduced to learning.This online research project looked at ways ofre-engaging 92 disaffected young people aged14-16 into an environment in which they wereable to develop new ways of learning. Learningthrough an online community was a keyelement in encouraging these students toparticipate in learning again (Duckworth 2001).

Improved behaviourThere is evidence of improved behaviour bystudents with Attention Deficit HyperactivityDisorder (ADHD) when using digital video(Reid/BFI 2002). Students with low levels ofmotivation and feelings of uncertaintyregarding their learning capabilities can showmore positive behaviour during lessons usingcomputers than during traditional lessons (VanDaal and Reitsma 2000). Many case studiesreveal a range of positive impacts on students,including increased ability to workindependently, enhanced confidence incommunicating with others outside theirschool and family circles, improved attendanceat school and improved group work and co-operative skills (Harris and Kington 2002).

About the researchliterature Some of the research literature focusesspecifically on student motivation, whilesome studies reveal the motivationaleffects of ICT as a part of widerexaminations into ICT in teaching andlearning. Examples of research rangefrom small-scale investigations tonational projects and include classroompractices using ICT in primary,secondary, special educational needsand non-traditional educational systemsof learning. Many of the studies rely onclassroom observations, questionnairesand interviews with students andteachers to collect their opinions on theeffects ICT has on student motivation.

Current researchTowards the end of 2002 the DfESfunded a pilot project (DfES 2002050) toidentify and quantify the impacts of ICTon behaviour, motivation, truancy andassociated crime among students insecondary schools. It aims to identifywhat aspects of ICT and content areeffective in improving motivation andhow this can be harnessed by teachersand within the curriculum to engagestudents in learning.The research willinvolve interviews with headteachers,teachers and students in a sample ofschools which have in-house behaviourand support units to investigate how ICTis used and what effect it has onstudents. It will also look at best practicein the use of ICT with disaffectedstudents.The research pilot ends 31October 2003.http://www.dfes.gov.uk/research

Key areas for furtherresearch Further areas for future enquiry mightbe to:

● explore the relationship betweenmotivation and attainment across arange of subject areas

● further evaluate the use of digitalvideo technologies with students ofvarying abilities

● look at the relative motivational effectsof different types of technologies.

Explanation of findingsAs with ICT more generally, positive impacts on student motivation depend onthe ways in which the ICT is used. Improvements in students’ attitudes in learningand changes in behaviour will inevitably be reliant on the capacity of teachersand students to use ICT as an effective pedagogical tool. Drawing clearconclusions on the effects of ICT from the range of research evidence and reportsavailable can be problematic. There are a number of factors that limit effectivecomparisons, such as differences in sample sizes, methodologies and effects, andthe extent and purpose of ICT use involved. However, ICT can help to motivatestudents in a number of ways.

Key questions for schools

● How can you ensure your teachers explore new ways of using ICTthat have a range of beneficial impacts on students?

● What active and independent ways of learning using ICT canstudents use to take responsibility for their own learning?

● Are you providing students with competencies and technologicalskills that allow them to communicate and express their ideasthrough a variety of media?

www.becta.org.uk/research

Becta’s ICT ResearchNetworkIf you’re interested in research on the use ofICT in education, you can join Becta’s ICTResearch Network.

The ICT Research Network seeks to encouragethe exchange of information in order to informthe national agenda and professional practice.

Membership is free and is open to:

● teachers ● ICT co-ordinators

● ICT advisors ● school managers

● researchers ● policy makers

● research sponsors ● industry.

The Network provides them with anopportunity to:

● exchange information on current research

● develop partnerships

● discuss priorities for further investigation

● focus research on issues of importance to practitioners and policy makers.

They can do this via:

● an e-mail discussion list

● publications

● conferences and events.

More information on Becta’s ICTResearch Network can be found at:

www.becta.org.uk/research/ictrn

Alternatively, e-mail:ictrn@becta.org.uk or write to:Michael Harris, ICT ResearchNetwork, Becta, Millburn Hill Road,Science Park, Coventry CV4 7JJ

The research referred to in this briefing represents aselection from the rapidly growing field of ICTresearch, and should not be regarded as a definitivelist of the ‘most important’ research in this area.

BECKER, H., 2000. Pedagogical motivations for pupilcomputer use that lead to student engagement.Educational Technology, 40 (5), pp.5-17

CHEN, A-Y., LOOI, C-K., 1999.Teaching, learning andinquiry strategies using computer technology.Journal of Computer Assisted Learning, 15 (2),pp.162-172

COX., M.J., 1997.The effects of InformationTechnology on students’ motivation: final report.NCET. ISBN 1871984289

DUCKWORTH, J., 2001. Notschool.net research phase- final report.http://www.notschool.net/what/pubs/pdf/finalreport.pdf (Accessed 11 December 2002)

HARRIS, S., KINGTON, A., 2002. Innovative classroompractice using ICT in England: the secondinformation technology in education study (SITES)http://www.nfer.ac.uk/research/down_pub.asp andInnovative classroom practice using ICT in England:Implications for schoolshttp://www.nfer.ac.uk/research/downloads/12.PDF(Accessed 3 January 2003)

HENNESSY, S., 2000. Graphing investigations usingportable (palmtop) technology.Journal of Computer Assisted Learning, 16,pp.243-258

KRAMARSKI, B., FELDMAN,Y., 2000. Internet in theclassroom: effects on reading comprehension,motivation and meta-cognitive awareness.Educational Media International, 37 (3), pp.149-155

MOSELEY, D., HIGGINS, S., 1999.Ways forward withICT: Effective Pedagogy using Information andCommunications Technology for Literacy andNumeracy in Primary Schools.http://www.ncl.ac.uk/ecls/research/project_ttaict/TTA_ICT.pdf (Accessed 11 December 2002)

PASSEY, D., 2000. Anytime, Anywhere Learning(AAL) Project Evaluation End of First YearImplementation Summary Report. Lancaster:Lancaster University/AAL.

PEDRETTI, E., MAYER-SMITH, J., 1998.Technology,text, and talk: students’ perspectives on teaching andlearning in a technology-enhanced secondary scienceclassroom. Science Education, 82 (5), pp.569-589

REID, M., BURN, A., PARKER, D./BFI., 2002.Evaluation report of the Becta Digital Videopilot project http://www.becta.org.uk/research/reports/docs/dvreport_241002.pdf(Accessed 11 December 2002)

ROCKMAN, S., et al., 2000. Laptop Use and Impact inthe Context of Changing Home and School Access:third year study. 3rd year studyhttp://www.microsoft.com/education/?ID=AALResearch3 (Accessed 11 December 2002)

SOFTWARE AND INFORMATION INDUSTRYASSOCIATION. 2000. Research report on theeffectiveness of technology in schools.Executive summaryhttp://www.siia.net/sharedcontent/store/e-edtech-sum00.pdf (Accessed 11 December 2002)

VAN DAAL,V., REITSMA, P., 2000. Computer-assistedlearning to read and spell: results from two pilotstudies. Journal of Research in Reading,23 (2), pp. 181-193

WISHART, J., BLEASE, D., 1999.Theories underlyingperceived changes in teaching and learning afterinstalling a computer network in a secondary school.British Journal of Educational Technology,30 (1), pp.25-41

This briefing and others in the ‘What the ResearchSays’ series can be found on the Becta Research website at: www.becta.org.uk/research

Becta’s ICT Advice site provides further information,services and tools for those who use, implement andmanage ICT in schools: www.ictadvice.org.uk

About BectaBecta is the Government’s lead agency for information and communications technology (ICT) ineducation and supports UK Government, national organisations, schools and colleges in the use anddevelopment of ICT in education to raise standards, widen access, improve skills and encourageeffective management.

About the ICT in Schools ProgrammeThe ICT in Schools Programme is the Government's key initiative to stimulate and support the use ofinformation and communications technology (ICT) to improve standards and to encourage new ways ofteaching and learning.The enormous potential of ICT means that for the first time it is becoming possiblefor each child to be educated in a way and at a pace which suits them, recognising that each is different,with different abilities, interests and needs.The challenge over the next four years will be to successfullyembed ICT in every facet of teaching and learning where it can directly impact on raising standards ofattainment. A vision for the future of ICT in schools can be found in the paper Fulfilling the Potential -Transforming Teaching and Learning through ICT in Schools, available on the DfES ICT in Schools websitehttp://www.dfes.gov.uk/ictinschools/publications/

While every care has been taken in the compilation of this information to ensure that it is accurate atthe time of publication, Becta cannot be held responsible for any loss, damage or inconveniencecaused as a result of any error or inaccuracy within these pages. Although all references to externalsources (including any sites linked to the Becta site) are checked both at the time of compilation andon a regular basis, Becta does not accept any responsibility for or otherwise endorse any informationcontained in these pages including any sources cited.

Bibliography and further reading

British Educational Communicationsand Technology Agency (Becta)

Millburn Hill Road, Science Park,Coventry CV4 7JJTel: 024 7641 6994Fax: 024 7641 1418

Research e-mail: research@becta.org.ukBecta main e-mail: becta@becta.org.ukURL: www.becta.org.uk© Becta, 2003

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