How to Cite
Abstract
Integrating ICT into teaching and learning is critical to raising students’ engagement. As engagement is vital for productive learning, understanding its relevant aspects is eminently important. This paper reports the learning experience of Indonesian students who enrolled in three university courses taught in English (Academic English, Philosophy of Education, and Scientific Paper Writing). The study captured the students’ digital e-learning activities, driven by their interest-related activities and study motivation. How they navigated their way in using information and communication technology (ICT) to help with their course learning was examined. The connection between students’ agency, interest, motivation, and engagement was analyzed. The findings highlighted how the technology strengthened the nexus between agency, interest, motivation and engagement. Students’ interest in ICT uses and activity preferences motivated their learning and promoted their engagement. The students’ agency helped control their effort and perseverance, which enabled lost lasting engagement. Motivated learners with interest showed more developed agency. They exhibited determined goals, self-directed learning, and resoluteness in responding to their surroundings, including access and knowledge of technology use, aligning with their preferred ways of learning and objectives. Pedagogic implementation recommends flexible ways to accommodate students’ interests in ICT use to maintain their motivation, as both are reciprocally connected with their developed agency and engagement.References
Ainley, M., & Hidi, S. (2014). Interest and enjoyment. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International Handbook of Emotions in Education (pp. 205–227). Routledge/Taylor & Francis Group.
Arikpo, O. U, & Domike, G. (2015). Pupils learning preferences and interest development. Journal of Education and Practice, 6(21), 31–38.
Basar, Z. M., Mansor, A. N., Jamaluddin, K. A., & Alias, B. S. (2021). The effectiveness and challenges of online learning for secondary school students—A case study. Asian Journal of University Education, 17(3). https://doi.org/10.24191/ajue.v17i3.14514
Biletska, I. O., Paladieva, A. F., Avchinnikova, H. D., & Kazak, Y. Y. (2021). The use of modern technologies by foreign language teachers: Developing digital skills. Linguistics and Culture Review, 5(S2), 16–27. https://doi.org/10.21744/lingcure.v5nS2.1327
Bong, M., Lee, S.K., & Woo, Y. K. (2015). The role of interest and self-efficacy in pursuing mathematics and science. In K. A. Renninger, M. Nieswandt, and S. Hidi (Eds), Interest in Mathematics and Science Learning (pp. 33–48). American Educational Research Association.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Code, J. (2020). Agency for learning: Intention, motivation, self-efficacy and self-regulation. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.00019
Duchesne, S., McMaugh, A., & Mackenzie, E. (2022). Educational psychology for teaching and learning (7th ed.). Cengage Learning Australia.
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
Harackiewicz, J. M., & Hulleman, C. S. (2010). The importance of interest: The role of achievement goals and task values in promoting interest development. Social and Personality Psychology Compass, 4(1), 42–52. https://doi.org/10.1111/j.1751-9004.2009.00207.x
Harackiewicz, J. M., Smith, J. L., & Priniski, S. J. (2016). Interest matters: The importance of promoting interest in education. Policy insights from the behavioral and brain sciences, 3(2):220–227. https://doi.org/10.1177/2372732216655542
Hidi, S., & Ainley, M. (2009). Interest and self-regulation: Relationships between two variables that influence learning. In D. H. Schunk, & B. J. Zimmerman (Eds.), Motivation and Self-Regulated Learning: Theory, Research, and Applications (pp. 77-109). Routledge/Taylor & Francis Group.
Järvelä, S, & Renninger, K. Ann. (2014). Designing for learning: Interest, motivation, and engagement. In Sawyer R. K. (Eds.), The Cambridge Handbook of the Learning Sciences, Cambridge Handbooks in Psychology (pp. 668-685). Cambridge University Press. https://doi.org/10.1017/CBO9781139519526.040
Keengwe, J., & Bhargava, M. (2014). Mobile learning and integration of mobile technologies in education. Education and Information Technologies, 19, 737–746. https://doi.org/10.1007/s10639-013-9250-3
Krapp, A., Hidi, S., & Renninger, K. A. (2014). Interest, learning, and development. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The Role of Interest in Learning and Development (pp. 3–25). Psychology Press.
Kristiana, I. F., Prihatsanti , U., Simanjuntak, E., & Widayanti, C. G. (2023). Online student engagement: The overview of HE in Indonesia. The International Review of Research in Open and Distributed Learning, 24(3), 34–53. https://doi.org/10.19173/irrodl.v24i3.7125
Loughlin-Presnal, J., & Bierman, K. L. (2017). How do parent expectations promote a child’s academic achievement in early elementary school? A test of three mediators. Developmental Psychology, 53(9), 1694–1708.
Murtaza, M., Ahmed, Y., Shamsi, J. A., Sherwani F., & Usman, M. (2022). AI-based personalized e-learning systems: Issues, challenges, and solutions. IEEE Access, 10, 81323-81342. https://doi.org/10.1109/ACCESS.2022.3193938
Rahman, L. T., Supraptiningsih, N., Pratiwi, S. K., & Nupus, A. M. (2023). The use of digital technology in informal English language learning: How the practices support learning outcomes? ELLTER Journal, 4(1). https://doi.org/10.22236/ellter.v4i1.11420
Ratnasari, S. D., Susilo, Amirullah, G., Supriansyah. (2022). Do students have positive psychology during online learning in pandemic? A narrative study of student’s experience. Journal of Positive School Psychology, 6(5), 6388–6400.
Reeve, J., W. Lee, & S. Won. (2015). Interest as emotion, affect, and schema. In K. A. Renninger, M. Nieswandt, and S. Hidi (Eds.), Interest in Mathematics and Science Learning (pp. 79–92). American Educational Research Association.
Renninger, K. A, & Bachrach, J. E. (2015). Studying triggers for interest and engagement using observational methods. Educational Psychologist, 50(1), 58–69. https://doi.org/10.1080/00461520.2014.999920
Renninger, K. A., & Hidi, S. (2016). The Power of Interest for Motivation and Engagement (1st ed.). Routledge/Taylor & Francis Group.
Renninger, K. A., & Hidi, S. (2022). Interest: A unique affective and cognitive motivational variable that develops. Advance Motivation Science, 9, 179–239. https://doi.org/10.1016/bs.adms.2021.12.004
Roure, C., & Kaestner, V. L. (2021). Relationships between students’ individual interest, achievement goals, perceived competence, and situational interest: A cluster analysis in swimming. European Physical Education Review. SAGE Open Access.
Sansone, C., Smith, J. L., Thoman, D., & MacNamara, A. (2012). Regulating goals-defined and experience-defined motivation when learning online: Motivation and performance trade-offs. The Internet and Higher Education, 15(3), 141–149.
Sansone, C, Thoman, D. B., and Smith, J. L. (2010). Interest and self-regulation: Understanding individual variability in choices, efforts, and persistence over time. In R. Hoyle (Eds.), Handbook of Personality and Self-Regulation (pp. 191–217). Blackwell.
Schindler, L. A., Burkholder, G. J., Morad, O. A., & Marsh, C. (2017). Computer-based technology and student engagement: A critical review of the literature. International Journal of Educational Technology in Higher Education, 14(1), 25.
Shemshack, A., & Spector, J. M. (2020). A systematic literature review of personalized learning terms. Smart Learning Environment, 7(33). https://doi.org/10.1186/s40561-020-00140-9
Siemens, G. (2019). Learning analytics and open, flexible, and distance learning. Distance Education. https://doi.org/10.1080/01587919.2019.1656153
Sorić, I., & Palekčić, M. (2009). The role of students’ interests in self-regulated learning: The relationship between students’ interests, learning strategies and causal attributions. European Journal of Psychology of Education, 24(4), 545–565. https://doi.org/10.1007/BF03178767
Sutarni, N., Ramdhany, M. A., Hufad, A., & Kurniawan, A. (2021). Self-regulated learning and digital learning environment: Its effect on academic achievement during the pandemic. Cakrawala Pendidikan, 40(2). 10.21831/cp.v40i2.40718
Wahyudi, T. N., Adityarini, H., Harsono, H., Puspitasari, A., & Wahyuni, N. T. (2023). The effect of the use of the internet for learning activities and pedagogic abilities on teacher performance. Journal of Higher Education Theory and Practice, 23(9). https://doi.org/10.33423/jhetp.v23i9.6127
Wahyuni, N. T. (2022). Investigating primary school students’ development of interest in English language learning: Classroom-related and parental involvement [Doctoral dissertation]. University of Auckland theses and dissertation archive.
https://researchspace.auckland.ac.nz/handle/2292/61839
Wahyuni, N. T., & Bee Tin, T. (2024). Beyond the classroom walls: Exploring parental involvement on children’s interest development in EFL learning (A case from Indonesia). Education 3-13, 1–15. https://doi.org/10.1080/03004279.2024.2340548
Wang, Z., Chen, L., & Anderson, T. (2014). A framework for interaction and cognitive engagement in connectivism learning contexts. The International Review of Research in Open and Distributed Learning, 15(2). Technology, and Organizations, 4, 127–145.
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications Inc.