An exploration of participative motivations in a community-based online English extensive reading contest with respect to gender difference

ABSTRACT The purpose of this study is to describe an online community-based English extensive reading contest to investigate whether the participants’ intrinsic, extrinsic, and interpersonal motivations and learning results show significant gender differences. A total of 501 valid questionnaires (285 females and 216 males) from Taiwanese high school students and 15 interviewees from the students receiving awards were the subjects in this study. The findings show that females had a stronger participative intrinsic motivation, while males displayed a higher participative interpersonal motivation. Furthermore, female average scores were higher than the male ones on the comprehension tests. Even though the final results of the total scores for females were still higher than those of males, male scores for the interactivity tests were on average higher than those of females. The phenomena and implications behind the participative motivations are specifically discussed and explained.

[1]  Richard C. Overbaugh,et al.  Computer-mediated discussion, self-efficacy and gender , 2009, Br. J. Educ. Technol..

[2]  Chin-Lung Hsu,et al.  Acceptance of blog usage: The roles of technology acceptance, social influence and knowledge sharing motivation , 2008, Inf. Manag..

[3]  B. Young.  Gender Differences in Student Attitudes toward Computers , 2000 .

[4]  Shelley Shwu-Ching Young,et al.  A Study of Uses of ICT in Primary Education through Four Winning School Cases in the Taiwan Schools Cyberfair , 2008, J. Educ. Technol. Soc..

[5]  R. Clément,et al.  Why Are You Learning a Second Language? Motivational Orientations and Self‐Determination Theory , 2000 .

[6]  Lindsay H. Hoffman,et al.  All the news that's fit to post: A profile of news use on social networking sites , 2012, Comput. Hum. Behav..

[7]  M. Lepper,et al.  Intrinsic and Extrinsic Motivational Orientations in the Classroom: Age Differences and Academic Correlates , 2005 .

[8]  Hung-Chang Liao,et al.  Adaptive learning for ESL based on computation , 2011, Br. J. Educ. Technol..

[9]  Scott Kissau,et al.  Gender Differences in Motivation to Learn French , 2006 .

[10]  E. Deci,et al.  Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. , 2000, Contemporary educational psychology.

[11]  A. Moir,et al.  Brain Sex: The Real Difference Between Men and Women , 1989 .

[12]  M. Shaughnessy.  An Interview with Rita Dunn about Learning Styles , 1998 .

[13]  Meng Chang Chen,et al.  Extending the TAM model to explore the factors that affect Intention to Use an Online Learning Community , 2010, Comput. Educ..

[14]  R. C. Gardner.  Social psychology and second language learning : the role of attitudes and motivation , 1985 .

[15]  M. Volman,et al.  Gender Equity and Information Technology in Education: The Second Decade , 2001 .

[16]  Insook Lee,et al.  Gender differences in self-regulated on-line learning strategies within Korea's university context , 2002 .

[17]  Yuan-Bang Cheng,et al.  A constructionism framework for designing game-like learning systems: Its effect on different learners , 2013, Br. J. Educ. Technol..

[18]  Edward L. Deci,et al.  Intrinsic Motivation and Self-Determination in Human Behavior , 1975, Perspectives in Social Psychology.

[19]  D R Goodenough,et al.  Cognitive styles: essence and origins. Field dependence and field independence. , 1981, Psychological issues.

[20]  Chih-Kai Chang,et al.  Digital Learning Playground: supporting authentic learning experiences in the classroom , 2013, Interact. Learn. Environ..

[21]  Suliman Al-Hawamdeh,et al.  Gender and learning attitudes in using Web-based science lessons , 1999, Inf. Res..

[22]  E. Deci,et al.  The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior , 2000 .

[23]  Rosanna E. Guadagno,et al.  Make new friends or keep the old: Gender and personality differences in social networking use , 2012, Comput. Hum. Behav..

[24]  Starr Roxanne Hiltz,et al.  PREDICTING LEARNING FROM ASYNCHRONOUS ONLINE DISCUSSIONS , 2019, Online Learning.

[25]  Michele D. Dickey.  Game design and learning: a conjectural analysis of how massively multiple online role-playing games (MMORPGs) foster intrinsic motivation , 2007 .

[26]  Scott Kissau.  Gender differences in second language motivation : An investigation of micro- and macro-level influences , 2006 .

[27]  Wen-Hao Huang,et al.  Sustaining iterative game playing processes in DGBL: The relationship between motivational processing and outcome processing , 2010, Comput. Educ..

[28]  Peter Y. A. Ryan,et al.  Gender and Technology in the Liberal Arts: Aptitudes, Attitudes, and Skills Acquisition , 2005, J. Inf. Technol. Educ..

[29]  Scott Kissau.  "Crêpes on Friday": Examining Gender Differences in Extrinsic Motivation in the French as a Second Language Classroom , 2008 .

[30]  Wei Liu,et al.  Students’ confidence and perceived value for participating in cross-cultural wiki-based collaborations , 2011 .

[31]  Sheng Gao,et al.  Knowledge sharing community in P2P network: a study of motivational perspective , 2004, J. Knowl. Manag..

[32]  Meng Chang Chen,et al.  A Ubiquitous Agent for Unrestricted Vocabulary Learning in Noisy Digital Environments , 2006, Intelligent Tutoring Systems.

[33]  Seugnet Blignaut,et al.  Read-only participants: a case for student communication in online classes , 2009, Interact. Learn. Environ..

[34]  Bibi Eshrat Zamani,et al.  Acceptance of the Internet by Iranian business management students , 2010, Br. J. Educ. Technol..

[35]  Yi-Shun Wang,et al.  Investigating the determinants and age and gender differences in the acceptance of mobile learning , 2009, Br. J. Educ. Technol..

[36]  Juan C. Burguillo,et al.  Using game theory and Competition-based Learning to stimulate student motivation and performance , 2010, Comput. Educ..

[37]  C. Marmar.  Conitive Styles: Essence and Origins , 1982 .

[38]  Ali Yahya Al-Arishi,et al.  Literature in EFL: Communicative Alternatives to Audiolingual Assumptions. , 1990 .