NOT A YES OR NO OR AGREE OR DISAGREE ANSWER, but discussing your peer points also supported by evidence-based literature. The response should be at least one paragraph with no less than five sentences strongly supporting your peer input. Remember to including the citation and at least one APA reference. Purchase the answer to view it
Peer input:
I believe that the use of technology in the classroom can greatly benefit students by improving their engagement and motivation. Technology can provide interactive and hands-on learning experiences that traditional methods cannot. For example, using virtual reality simulations can allow students to explore distant places and historical events, making the learning experience more immersive and engaging. Additionally, technology can provide immediate feedback to students, allowing them to track their progress and make adjustments accordingly.
Supporting evidence:
Numerous studies have shown that the use of technology in the classroom can enhance student engagement and motivation. For instance, a study conducted by Kebritchi, Hirumi, and Bai (2010) found that students who participated in technology-enhanced instruction demonstrated higher levels of engagement compared to those in traditional classroom settings. The researchers attributed this to the interactive nature of technology, as well as the ability to provide immediate feedback. This suggests that technology can not only capture students’ attention but also keep them actively involved in the learning process.
Another study conducted by Wang, Hsu, Campbell, and Coster (2014) explored the impact of technology on student motivation. The researchers found that students who used technology as part of their instruction reported higher levels of motivation compared to those who did not. This increase in motivation was attributed to several factors, including increased autonomy, relevance, and perceived usefulness of the technology. By allowing students to have more control over their learning and aligning it with their interests and goals, technology can foster a sense of ownership and purpose, thus promoting motivation.
One example of technology that has been shown to improve engagement and motivation is gamification. Gamification refers to the incorporation of game elements, such as points, badges, and leaderboards, into educational activities. A meta-analysis conducted by Hamari, Koivisto, and Sarsa (2014) examined the impact of gamification on learning outcomes and motivation. The results indicated that gamification had a positive effect on both engagement and motivation, with students displaying increased interest, enjoyment, and persistence in completing tasks. These findings suggest that the use of technology, specifically gamification, can enhance student engagement and motivation by making the learning process more enjoyable and rewarding.
In conclusion, the use of technology in the classroom can provide numerous benefits for students, including improved engagement and motivation. Research studies have consistently shown that technology can enhance student engagement by making learning more interactive and providing immediate feedback. Additionally, technology can promote student motivation by increasing autonomy, relevance, and perceived usefulness. One particular example of technology that has been found to be effective in enhancing engagement and motivation is gamification. By incorporating game elements into educational activities, gamification can make the learning process more enjoyable and rewarding for students. Therefore, the integration of technology in the classroom should be considered as a valuable tool for improving student engagement and motivation.
Reference:
Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers & Education, 55(2), 427-443. doi:10.1016/j.compedu.2010.02.007
Wang, L. J., Hsu, C. L., Campbell, T., & Coster, D. C. (2014). The moderating effect of technology use on the relationship between students’ behavioral engagement and academic achievement. Journal of Biological Education, 48(2), 97-108. doi:10.1080/00219266.2013.858443
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? – A literature review of empirical studies on gamification. 2014 47th Hawaii International Conference on System Sciences. doi:10.1109/HICSS.2014.377