Skip to main content

Advertisement

SpringerLink
Log in

An investigation of motivation and experience in virtual learning environments: a self-determination theory

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

With the development and evaluation of information technology, virtual reality technology provides opportunities to offer an immersive and interactive experience for supplementing traditional classroom lecture and creating innovative online learning in education curricula and professional training. Given that the arena of 3D entertainment-oriented virtual worlds is creative and quickly evolving, applying a theory-based motivational model to examine the properties of virtual world environments in the context of education remains relatively unexplored territory. Thus, the present study applies the research frameworks of Self-Determination Theory (SDT) and hedonic theory to an understanding of how 3D virtual reality technology contexts satisfy or obstruct psychological needs and thus foster or undermine sustained engagement, affecting behavioral intentions. This study extends existing literature in the field by showing that psychological needs and hedonic experience are important components in understanding virtual reality technology and human interaction. The findings are important in explaining the value of 3D virtual reality technology in educational applications that contribute to the overall enhancement of the learner’s motivation and learning experience.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211.

    Google Scholar 

  • Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice - a review and recommended 2-step approach. Psychological Bulletin, 103(3), 411–423.

    Google Scholar 

  • Andreas, K., Tsiatsos, T., Terzidou, T., & Pomportsis, A. (2010). Fostering collaborative learning in second life: Metaphors and affordances. Computers & Education, 55(2), 603–615.

    Google Scholar 

  • Animesh, A., Pinsonneault, A., Yang, S. B., & Oh, W. (2011). An odyssey into virtual worlds: Exploring the impacts of technological and spatial environments on intention to purchase virtual products. MIS Quarterly, 35(3), 789–810.

    Google Scholar 

  • Antoniou, P. E., Athanasopoulou, C. A., Dafli, E., & Bamidis, P. D. (2014). Exploring design requirements for repurposing dental virtual patients from the web to second life: A focus group study. Journal of Medical Internet Research, 16(6), e151.

    Google Scholar 

  • Arnould, E., & Price, L. (1993). River magic: Extraordinary experience and the extended service encounter. Journal of Consumer Research, 20, 24–45.

    Google Scholar 

  • Bagozzi, R. P., & Yi, Y. (1998). On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16(1), 74–94.

    Google Scholar 

  • Baker, S. C., Wentz, R. K., & Woods, M. M. (2009). Using virtual worlds in education: Second life as an educational tool. Teaching of Psychology, 36(1), 59–64.

    Google Scholar 

  • Barnes, S. J. (2011). Understanding use continuance in virtual worlds: Empirical test of a research model. Information Management, 48(8), 313–319.

    Google Scholar 

  • Barr, P., Noble, J., & Biddle, R. (2007). Video game values: Human–computer interaction and games. Interacting with Computers, 19(2), 180–195.

    Google Scholar 

  • Bentler, P. M., & Wu, E. J. C. (1995). EQS for windows: User's guide. Encino, CA: Multivariate Software.

    Google Scholar 

  • Berns, A., Gonzalez-Pardo, A., & Camacho, D. (2013). Game-like language learning in 3-D virtual environments. Computers & Education, 60(1), 210–220.

    Google Scholar 

  • Boellstorff, T. (2015). Coming of age in second life: An anthropologist explores the virtually human. Princeton University Press.

  • Bollen, K. A. (1989). Structural equations with latent variables. New York: Wiley.

    MATH  Google Scholar 

  • Boulos, M. N. K., Hetherington, L., & Wheeler, S. (2007). Second life: An overview of the potential of 3-D virtual worlds in medical and health education. Health Information & Libraries Journal, 24(4), 233–245.

    Google Scholar 

  • Bower, M., Lee, M. J., & Dalgarno, B. (2017). Collaborative learning across physical and virtual worlds: Factors supporting and constraining learners in a blended reality environment. British Journal of Educational Technology, 48(2), 407–430.

  • Brown, T. A. (2014). Confirmatory factor analysis for applied research. Guilford Publications.

  • Bruwer, J., & Alant, K. (2009). The hedonic nature of wine tourism consumption: An experiential view. International Journal of Wine Business Research, 21(3), 235–257.

    Google Scholar 

  • Byrne, B. M. (2006). Structural equation modeling with EQS: Basic concepts, applications, and programming. Mahwah, N.J: Lawrence Erlbaum associates.

    Google Scholar 

  • Cheng, G. (2014). Exploring students' learning styles in relation to their acceptance and attitudes towards using second life in education: A case study in Hong Kong. Computers & Education, 70, 105–115.

    Google Scholar 

  • Cheong, D. (2010). The effects of practice teaching sessions in second life on the change in pre-service teachers’ teaching efficacy. Computers & Education, 55(2), 868–880.

    Google Scholar 

  • Chow, M., Herold, D. K., Choo, T. M., & Chan, K. (2012). Extending the technology acceptance model to explore the intention to use second life for enhancing healthcare education. Computers & Education, 59(4), 1136–1144.

    Google Scholar 

  • Conner, M., & Norman, P. (2005). Predicting health behaviour. Buckingham: Open University Press.

    Google Scholar 

  • Dahl, D. W., & Moreau, C. P. (2007). Thinking inside the box: Why consumers enjoy constrained creative experiences. Journal of Marketing Research, 44(3), 357–369.

    Google Scholar 

  • De Lucia, A., Francese, R., Passero, I., & Tortora, G. (2009). Development and evaluation of a virtual campus on second life: The case of SecondDMI. Computers & Education, 52(1), 220–233.

    Google Scholar 

  • Deci, E., & Ryan, R. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum.

    Google Scholar 

  • Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian psychology/Psychologie canadienne, 49(3), 182.

  • Dholakia, U. M. (2006). How customer self-determination influences relational marketing outcomes: Evidence from longitudinal field studies. Journal of Marketing Research, 43(1), 109–120.

    Google Scholar 

  • Dreher, C., Reiners, T., Dreher, N., & Dreher, H. (2009). Virtual worlds as a context suited for information systems education: Discussion of pedagogical experience and curriculum design with reference to second life. Journal of Information Systems Education, 20(2), 211.

    Google Scholar 

  • Enders, C. K. (2003). Using the expectation maximization algorithm to estimate coefficient alpha for scales with item-level missing data. Psychological Methods, 8(3), 322–337.

    Google Scholar 

  • Faiola, A., & Smyslova, O. (2009). Flow experience in second life: The impact of telepresence on human-computer interaction. Online communities and social computing. Proceedings Third International Conference, OCSC 2009. Held as Part of HCI International 2009.

  • Fang, X., Zhang, J., & Chan, S. S. (2013). Development of an instrument for studying flow in computer game play. International Journal of Human-Computer Interaction, 29(7), 456–470.

    Google Scholar 

  • Fornell, C., & Larcker, D. F. (1981). Structural equation models with unobservable variables and measurement error - algebra and statistics. Journal of Marketing Research, 18(3), 382–388.

    Google Scholar 

  • Fullagar, C. J., & Mills, M. J. (2008). Motivation and flow: Toward an understanding of the dynamics of the relation in architecture students. Journal of Psychology, 142(5), 533–556.

    Google Scholar 

  • Gabisch, J. A., & Gwebu, K. L. (2011). Impact of virtual brand experience on purchase intentions: The role of multichannel congruence. Journal of Electronic Commerce Research, 12(4), 302–319.

    Google Scholar 

  • Gagné, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organization Behavior, 26, 331–362.

    Google Scholar 

  • Gallego, M. D., Bueno, S., & Noyes, J. (2016). Second life adoption in education: A motivational model based on uses and gratifications theory. Computers & Education, 100, 81–93.

    Google Scholar 

  • Girvan, C., Tangney, B., & Savage, T. (2013). SLurtles: Supporting constructionist learning in second life. Computers & Education, 61, 115–132.

    Google Scholar 

  • Govers, R., Go, F. M., & Kumar, K. (2007). Virtual destination image: A new measurement approach. Annals of Tourism Research, 34(4), 977–997.

    Google Scholar 

  • Green, J., Wyllie, A., & Jackson, D. (2014). Virtual worlds: A new frontier for nurse education? Collegian, 21(2), 135–141.

    Google Scholar 

  • Guo, Y., & Barnes, S. (2011). Purchase behavior in virtual worlds: An empirical investigation in second life. Information Management, 48(7), 303–312.

    Google Scholar 

  • Guttentag, D. A. (2010). Virtual reality: Applications and implications for tourism. Tourism Management, 31(5), 637–651.

    Google Scholar 

  • Hagger, M., & Chatzisarantis, N. (2008). Self-determination theory and the psychology of exercise. International Review of Sport and Exercise Psychology, 1(1), 79–103.

    Google Scholar 

  • Hair, J. F., Sarstedt, M., Ringle, C. M., & Mena, J. A. (2012). An assessment of the use of partial least squares structural equation modeling in marketing research. Journal of the Academy of Marketing Science, 40(3), 414–433.

    Google Scholar 

  • Hassenzahl, M., Diefenbach, S., & Göritz, A. (2010). Needs, affect, and interactive products – Facets of user experience. Interacting with Computers, 22, 353–362.

    Google Scholar 

  • Hassenzahl, M., Wiklund-Engblom, A., Bengs, A., Hägglund, S., & Diefenbach, S. (2015). Experience-oriented and product-oriented evaluation: Psychological need fulfillment, positive affect, and product perception. International Journal of Human-Computer Interaction, 31(8), 530–544.

    Google Scholar 

  • Hirschman, M. B., & Holbrook, E. C. (1982). The experiential aspects of consumption: Consumer fantasies, feelings, and fun. The Journal of Consumer Research, 9(2), 132–140.

    Google Scholar 

  • Hoffman, D. L., & Novak, T. P. (2012). Toward a deeper understanding of social media. Journal of Interactive Marketing, 26(2), 69–70.

    Google Scholar 

  • Holbrook, M. B., & Hirschman, E. C. (1982). The experiential aspects of consumption: Consumer fantasies, feelings, and fun. Journal of Consumer Research, 9(2), 132–140.

    Google Scholar 

  • Holsapple, C. W., & Wu, J. (2007). User acceptance of virtual worlds: The hedonic framework. ACM SIGMIS Database, 38(4), 86–89.

    Google Scholar 

  • Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Articles, 2.

  • Hsiao, K. L., Lu, H. P., & Lan, W. C. (2013). The influence of the components of storytelling blogs on readers’ travel intentions. Internet Research, 23(2), 160–182.

    Google Scholar 

  • Hsiao, I. Y., Lan, Y. J., Kao, C. L., & Li, P. (2017). Visualization analytics for second language vocabulary learning in virtual worlds. Journal of Educational Technology & Society, 20(2), 161–175.

    Google Scholar 

  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling-a Multidisciplinary Journal, 6(1), 1–55.

    Google Scholar 

  • Hua, G., & Haughton, D. (2009). Virtual worlds adoption: A research framework and empirical study. Online Information Review, 33(5), 889–900.

    Google Scholar 

  • Jarmon, L., Traphagan, T., Mayrath, M., & Trivedi, A. (2009). Virtual world teaching, experiential learning, and assessment: An interdisciplinary communication course in second life. Computers & Education, 53(1), 169–182.

    Google Scholar 

  • Jeno, L. M., Grytnes, J. A., & Vandvik, V. (2017). The effect of a mobile-application tool on biology students' motivation and achievement in species identification: A Self-Determination Theory perspective. Computers & Education, 107, 1–12.

  • Johnson, C. M., Vorderstrasse, A., & Shaw, R. (2009). Virtual worlds in health case higher education. Journal of Virtual Worlds Research, 2(2).

  • Jones, C. M., Scholes, L., Johnson, D., Katsikitis, M., & Carras, M. C. (2014). Gaming well: Links between videogames and flourishing mental health. Frontiers in Psychology, 5, 260.

  • Jöreskog, K. G., & Sörbom, D. (1996). LISREL 8 User's reference guide. Chicago, IL: Scientific Software International.

    Google Scholar 

  • Jung, Y. (2011). Understanding the role of sense of presence and perceived autonomy in users' continued use of social virtual worlds. Journal of Computer-Mediated Communication, 16(4), 492–510.

    Google Scholar 

  • Kaplan, A. M., & Haenlein, M. (2009). The fairyland of second life: Virtual social worlds and how to use them. Business Horizons, 52(6), 563–572.

    Google Scholar 

  • Kaplanidou, K., & Vogt, C. (2006). A structural analysis of destination travel intentions as a function of web site features. Journal of Travel Research, 45(2), 204–216.

    Google Scholar 

  • Karppinen, P. (2005). Meaningful learning with digital and online videos: Theoretical perspectives. AACE Journal, 13(3), 233–250.

    Google Scholar 

  • Kemp, J., & Livingstone, D. (2006, August). Putting a second life “metaverse” skin on learning management systems. In Proceedings of the Second Life education workshop at the Second Life community convention (Vol. 20). CA, San Francisco: The University of Paisley.

  • Kennedy-Clark, S. (2011). Pre-service teachers’ perspectives on using scenario-based virtual worlds in science education. Computers & Education, 57(4), 2224–2235.

    Google Scholar 

  • Klein, L. R. (1998). Evaluating the potential of interactive media through a new lens: Search versus experience goods. Journal of Business Research, 41(3), 195–203.

    Google Scholar 

  • Kline, R. B. (2005). Principles and practice of structural equation modeling. New York: NY, Guilford Press.

    MATH  Google Scholar 

  • Kline, R. B. (2010). Principles and practice of structural equation modeling (3rd ed.). Inc: Guilford Publications.

    MATH  Google Scholar 

  • Kohler, T., Fueller, J., Matzler, K., & Stieger, D. (2011). Co-creation in virtual worlds: The design of the user experience. MIS Quarterly, 35(3), 773–788.

    Google Scholar 

  • Kowal, J., & Fortier, M. (1999). Motivational determinants of flow: Contributions from self-determination theory. The Journal of Social Psychology, 139(3), 355–368.

    Google Scholar 

  • Lange, F. W., & Elliot, S. (2012). Understanding the role of social media in destination marketing. Tourismos: An international multidisciplinary journal of tourism, 7(1), 193–211.

    Google Scholar 

  • Lee, A., & Berge, Z. L. (2011). Second life in healthcare education: Virtual environment's potential to improve patient safety. Knowledge Management & E-Learning: An International Journal (KM&EL), 3(1), 17–23.

    Google Scholar 

  • Li, H., Daugherty, T., & Biocca, F. (2002). Impact of 3-D advertising on product knowledge, brand attitude, and purchase intention: The mediating role of presence. Journal of advertising, 31(3), 43–57.

  • Lin, C. P., Tsai, Y. H., & Chiu, C. K. (2009). Modeling customer loyalty from an integrative perspective of self-determination theory and expectation-confirmation theory. Journal of Business and Psychology, 24(3), 315–326.

    Google Scholar 

  • López, I., & Ruiz, S. (2011). Explaining website effectiveness: The hedonic–utilitarian dual mediation hypothesis. Electronic Commerce Research and Applications, 10(1), 49–58.

    Google Scholar 

  • MacKenzie, K., Buckby, S., & Irvine, H. (2013). Business research in virtual worlds: Possibilities and practicalities. Accounting, Auditing & Accountability Journal, 26(3), 352–373.

    Google Scholar 

  • MacKinnon, D. P., Warsi, G., & Dwyer, J. H. (1995). A simulation study of mediated effect measures. Multivariate Behavioral Research, 30(1), 41–62.

    Google Scholar 

  • MacKinnon, D. P., Lockwood, C. M., Hoffman, J. M., West, S. G., & Sheets, V. (2002). A comparison of methods to test mediation and other intervening variable effects. Psychological Methods, 7(1), 83–104.

    Google Scholar 

  • Mannell, R. C., & Iso-Ahola, S. E. (1987). Psychological nature of leisure and tourism experience. Annals of Tourism Research, 14(3), 314–331.

    Google Scholar 

  • Mäntymäki, M., & Salo, J. (2011). Teenagers in social virtual worlds: Continuous use and purchasing behavior in Habbo hotel. Computers in Human Behavior, 27(6), 2088–2097.

    Google Scholar 

  • Mäntymäkia, M. Y., & Salo, J. (2013). Purchasing behavior in social virtual worlds: An examination of Habbo hotel. International Journal of Information Management, 33(2), 282–290.

    Google Scholar 

  • Martens, R., Gulikers, J., & Bastiaens, T. (2004). The impact of intrinsic motivation on e-learning in authentic computer tasks. Journal of Computer Assisted Learning, 20, 368–376.

    Google Scholar 

  • McBrien, J. L., Jones, P., & Cheng, R. (2009). Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning. International Review of Research in Open and Distance Learning, 10(3), 1–17.

    Google Scholar 

  • McKnight, D. H., Choudhury, V., & Kacmar, C. (2002). Developing and validating trust measures for e-commerce: An integrative typology. Information Systems Research, 13(3), 334–359.

    Google Scholar 

  • Meng, X. L., & Rubin, D. B. (1993). Maximum likelihood estimation via the ECM algorithm: A general framework. Biometrika, 80(2), 267–278.

    MathSciNet  MATH  Google Scholar 

  • Menzel, N., Willson, L. H., & Doolen, J. (2014). Effectiveness of a poverty simulation in second life®: Changing nursing student attitudes toward poor people. International Journal of Nursing Education Scholarship, 11(1), 39–45.

    Google Scholar 

  • Mørch, A. I., Hartley, M. D., & Caruso, V. (2015, July). Teaching interpersonal problem solving skills using roleplay in a 3D virtual world for special education: A case study in second life. In Advanced Learning Technologies (ICALT), 2015 IEEE 15th International Conference on (pp. 464-468). IEEE.

  • Muir, T., Allen, J., Rayner, C., & Cleland, B. (2013). Preparing pre-service teachers for classroom practice in a virtual world: A pilot study using second life. Journal of Interactive Media in Education, 2013(1), p.Art. 3. https://doi.org/10.5334/2013-03.

  • Mummalaneni, V. (2005). An empirical investigation of web site characteristics, consumer emotional states and on-line shopping behaviors. Journal of Business Research, 58(4), 526–532.

    Google Scholar 

  • Nambisan, S., & Baron, R. A. (2007). Interactions in virtual customer environments: Implications for product support and customer relationship management. Journal of Interactive Marketing, 21(2), 42–62.

    Google Scholar 

  • Nambisan, S., & Nambisan, P. (2008). How to profit from a better “virtual customer environment”. MIT Sloan Management Review, 49(3), 53–61.

    Google Scholar 

  • Neys, J. L. D., Jansz, J., & Tan, E. S. H. (2010). To persevere is to save the world: Exploring expertise in gaming. Proceedings of the 3rd international conference on fun and games (fun and games ‘10). ACM, New York, NY, USA.

  • O’Regan, K. (2003). Emotion and e-learning. Journal of Asynchronous Learning Networks, 7(3), 78–92.

    Google Scholar 

  • Oulasvirta, A., & Blom, J. (2007). Motivations in personalization behavior. Interacting with Computers, 20, 1–16.

    Google Scholar 

  • Pellas, N. (2014). The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs: Evidence from the virtual world of second life. Computers in Human Behavior, 35, 157–170.

    Google Scholar 

  • Pellas, N., & Kazanidis, I. (2015). On the value of second life for students’ engagement in blended and online courses: A comparative study from the higher education in Greece. Education and Information Technologies, 20(3), 445–466.

    Google Scholar 

  • Peng, W., Lin, J.-H., Pfeiffer, K. A., & Winn, B. (2012). Need satisfaction supportive game features as motivational determinants: An experimental study of a self- determination theory guided exergame. Media Psychology, 15(2), 175–196.

    Google Scholar 

  • Perlusz, S. (2004). Emotions and Technology Acceptance: Development and Validation of a Technology Affect Scale. 2004 IEEE international engineering management conference.

  • Petrakou, A. (2010). Interacting through avatars: Virtual worlds as a context for online education. Computers & Education, 54(4), 1020–1027.

    Google Scholar 

  • Potkonjak, V., Gardner, M., Callaghan, V., Mattila, P., Guetl, C., Petrović, V. M., & Jovanović, K. (2016). Virtual laboratories for education in science, technology, and engineering: A review. Computers & Education, 95, 309–327.

    Google Scholar 

  • Proulx, J. N., Romero, M., & Arnab, S. (2017). Learning mechanics and game mechanics under the perspective of self-determination theory to foster motivation in digital game based learning. Simulation & Gaming, 48(1), 81–97.

    Google Scholar 

  • Przybylski, A. K., Weinstein, N., Ryan, R. M., & Rigby, C. S. (2009a). Having to versus wanting to play: Background and consequences of harmonious versus obsessive engagement in video games. Cyberpsychology & Behavior, 12, 485–492.

    Google Scholar 

  • Przybylski, A., Ryan, R., & Rigby, C. (2009b). The motivating role of violence in video games. Personality and Social Psychology Bulletin, 35(2), 243–259.

    Google Scholar 

  • Reeve, J., & Sickenius, B. (1994). Development and validation of a brief measure of the three psychological needs underlying intrinsic motivation: The AFS scales. Educational and Psychological Measurement, 54, 506–515.

    Google Scholar 

  • Reinhard, C. D. (2010). Interviews within experimental frameworks: How to make sense of sense-making in virtual worlds. Journal of Virtual Worlds Research, 3 (1). Retrieved from <https://journals.tdl.org/jvwr/article/view/812/885>

  • Richard, M. O., & Chandra, R. (2005). A model of consumer web navigational behavior: Conceptual development and application. Journal of Business Research, 58(8), 1019–1029.

    Google Scholar 

  • Roca, J. C., & Gagné, M. (2008). Understanding e-learning continuance intention in the workplace: A self-determination theory perspective. Computers in Human Behavior, 24(4), 1585–1604.

    Google Scholar 

  • Rogers, L. (2011). Developing simulations in multi-user virtual environments to enhance healthcare education. British Journal of Educational Technology, 42(4), 608–615.

    Google Scholar 

  • Ryan, R., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.

    Google Scholar 

  • Ryan, R. M., Rigby, C. S., & Przybylski, A. (2006). The motivational pull of video games: A self-determination theory approach. Motivation and Emotion, 30, 344–360.

    Google Scholar 

  • Saeed, N., Yang, Y., & Sinnappan, S. (2009). Emerging web technologies in higher education: A case of incorporating blogs, podcasts and social bookmarks in a web programming course based on students’ learning styles and technology preferences. Educational Technology & Society, 12(4), 98–109.

    Google Scholar 

  • Schafer, J. L., & Graham, J. W. (2002). Missing data: Our view of the state of the art. Psychological Methods, 7, 147–177.

    Google Scholar 

  • Schoonheim, M., Heyden, R., & Wiecha, J. M. (2014). Use of a virtual world computer environment for international distance education: Lessons from a pilot project using second life. BMC Medical Education, 14(1), 36.

    Google Scholar 

  • Sheldon, K. M., & Filak, V. (2008). Manipulating autonomy, competence, and relatedness support in a game-learning context: New evidence that all three needs matter. British Journal of Social Psychology, 47, 267–283.

    Google Scholar 

  • Sheldon, K. M., & Kasser, T. (1998). Pursuing personal goals: Skills enable progress but not all progress is beneficial. Personality and Social Psychology Bulletin, 24, 1319–1331.

    Google Scholar 

  • Shin, D. H. (2009). The evaluation of user experience of the virtual world in relation to extrinsic and intrinsic motivation. International Journal of Human-Computer Interaction, 25(6), 530–553.

    Google Scholar 

  • Sørebø, Ø., Halvari, H., Gulli, V. F., & Kristiansen, R. (2009). The role of self-determination theory in explaining teachers’ motivation to continue to use e-learning technology. Computers & Education, 53, 1177–1187.

    Google Scholar 

  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). New York: Allyn and Bacon.

    Google Scholar 

  • Tamborini, R., Bowman, N. D., Eden, A., Grizzard, M., & Organ, A. (2010). Defining media enjoyment as the satisfaction of intrinsic needs. Journal of Communication, 60(4), 758–777.

    Google Scholar 

  • Tamborini, R., Grizzard, M., Bowman, N. D., Reinecke, L., Lewis, R. J., & Eden, A. (2011). Media enjoyment as need satisfaction: The contribution of hedonic and nonhedonic needs. Journal of Communication, 61(6), 1025–1042.

    Google Scholar 

  • Thomson, M. (2006). Human brands: Investigating antecedents to consumers' strong attachments to celebrities. Journal of Marketing, 70(3), 104–119.

    Google Scholar 

  • Thornhill-Miller, B., & Dupont, J. M. (2016). Virtual reality and the enhancement of creativity and innovation: Under recognized potential among converging technologies? Journal of Cognitive Education and Psychology, 15(1), 102–121.

    Google Scholar 

  • Tokel, S. T., & İsler, V. (2015). Acceptance of virtual worlds as learning space. Innovations in Education and Teaching International, 52(3), 254–264.

    Google Scholar 

  • Trevino, L. K., & Webster, J. (1992). Flow in computer-mediated communication – Electronic mail and voice mail evaluation and impacts. Communication Research, 19(5), 539–573.

    Google Scholar 

  • Vella, K., Johnson, D., & Hides, L. (2015). Playing alone, playing with others: Differences in player experience and indicators of wellbeing. Proceedings of the 2015 annual symposium on computer-human interaction in play (pp. 3-12). ACM.

  • Vrellis, I., Avouris, N., & Mikropoulos, T. A. (2016). Learning outcome, presence and satisfaction from a science activity in second life. Australasian Journal of Educational Technology, 32(1).

  • Vriens, M., & Melton, E. (2002). Managing missing data. Marketing Research, 14, 12–17.

    Google Scholar 

  • Wang, F., & Burton, J. K. (2013). Second life in education: A review of publications from its launch to 2011. British Journal of Educational Technology, 44(3), 357–371.

    Google Scholar 

  • Wang, Y., & Fesenmaier, D. R. (2004). Towards understanding members’ general participation in and active contribution to an online travel community. Tourism Management, 25, 709–722.

    Google Scholar 

  • Wankel, C. (2009). Management education using social media. Organization Management Journal, 6(4), 251–262.

    Google Scholar 

  • Warburton, S. (2009). Second life in higher education: Assessing the potential for and the barriers to deploying virtual worlds in learning and teaching. British Journal of Educational Technology, 40(3), 414–426.

    Google Scholar 

  • Ward, T., Falconer, L., Frutos-Perez, M., Williams, B., Johns, J., & Harold, S. (2016). Using virtual online simulations in second life® to engage undergraduate psychology students with employability issues. British Journal of Educational Technology, 47(5), 918–931.

    Google Scholar 

  • Wehner, A. K., Gump, A. W., & Downey, S. (2011). The effects of second life on the motivation of undergraduate students learning a foreign language. Computer Assisted Language Learning, 24(3), 277–289.

    Google Scholar 

  • Weibel, D., Wissmath, B., Habegger, S., Steiner, Y., & Groner, R. (2008). Playing online games against computer- vs. human-controlled opponents: Effects on presence, flow, and enjoyment. Computers in Human Behavior, 24(5), 2274–2291.

    Google Scholar 

  • White, C. J., & Thompson, M. (2009). Self determination theory and the wine club attribute formation process. Annals of Tourism Research, 36(4), 561–586.

    Google Scholar 

  • Xiang, Z., & Gretzel, U. (2010). Role of social media in online travel information search. Tourism Management., 31(2), 179–188.

    Google Scholar 

  • Yuan, K. H., Chan, W., Marcoulides, G. A., & Bentler, P. M. (2016). Assessing structural equation models by equivalence testing with adjusted fit indexes. Structural Equation Modeling: A Multidisciplinary Journal, 23(3), 319–330.

    MathSciNet  Google Scholar 

  • Zhou, Z., Jin, X. L., Vogel, D. R., Fang, Y., & Chen, X. (2011). Individual motivations and demographic differences in social virtual world uses: An exploratory investigation in second life. International Journal of Information Management, 31(3), 261–271.

    Google Scholar 

  • Zydney, J. M., & Seo, K. J. (2012). Creating a community of inquiry in online environments: An exploratory study on the effect of a protocol on interactions within asynchronous discussions. Computers & Education, 58(1), 77–87.

Download references

Author information

Authors and Affiliations

  1. Department of Tourism Leisure and Hospitality Management, National Chi Nan University, 1, Daxue Rd., Puli Township, Nantou County, 545, Taiwan

    Yu-Chih Huang

  2. Department of Parks, Recreation and Tourism Management, Clemson University, Clemson, SC, USA

    Sheila J. Backman, Kenneth F. Backman & Francis A. McGuire

  3. Department of Psychology, Clemson University, Clemson, SC, USA

    DeWayne Moore

Authors
  1. Yu-Chih Huang
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Sheila J. Backman
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Kenneth F. Backman
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Francis A. McGuire
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. DeWayne Moore
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Yu-Chih Huang.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Huang, YC., Backman, S.J., Backman, K.F. et al. An investigation of motivation and experience in virtual learning environments: a self-determination theory. Educ Inf Technol 24, 591–611 (2019). https://doi.org/10.1007/s10639-018-9784-5

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-018-9784-5

Keywords

Search

Navigation