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Literature Review

Literature Review

There is a vast wealth of empirical evidence on motivation manipulability and the role of Motivation in the education environment and student learning. Different studies demonstrate Motivation's positive and negative effects on the education environment. The studies suggest that Motivation in the context of the learning environment can increase or decrease the learning experience for the students. When applied in education, Motivation is vital to help students focus on particular goals. Thus, when students are motivated, they tend to display goal-oriented behavior crucial in the learning environment.

In the article "Digital Game-based Learning in Education: Significance of Motivating, Engaging and Interactive Learning Environments,” Lampropoulos et al.(2019) cite the increased modern education needs of the student and how digital educational games can be motivating to learners. According to Lampropoulos et al. (2019), incorporating digital educational games is key to facilitating an interactive learning environment essential to motivate learners. Therefore, the pedagogical approach needs to utilize digital educational games in learning environments to engage learners in the learning process. Through digital games, students are guided towards a particular goal, and they will be motivated in the learning process since the learning environment will be student-centered. The source is essential in the research because it provides insight into how digital gaming can be an important motivator in the learning environment.

Another article, "The role of motivation, ability, and opportunity in university teachers’ continuance use intention for flipped teaching,” by Lai et al. (2018), discusses the role of Motivation in the learning environment by examining the motivation capacity to enhance instructors intentions and continuance for flipped teaching. In their study, the researchers examine the motivation role in improving the education environment by exploring self-efficacy, three-way motivation interactions, and supportive resources in the learning environment. Lai et al. (2018) claim that intrinsic and extrinsic motivation forecast teachers' continuance to self-efficacy and moderate their continuance usage of intention for flipped teaching. The source identifies the gap between self-efficacy by challenging motivation use in flipped instruction. Thus, converted teaching is highest for teachers where teaching resources, perceived self-efficacy, and Motivation are sufficient and reinforced and improve education learning environments.

Soriano et al.(2021) examine the significance of Motivation in learning a foreign language and the various factors that influence Motivation. The authors point out that achievement in a foreign language is highly connected to Motivation. Thus when Motivation is integrated into the learning environment, students tend to achieve better in the learning environment. Moreover, the study reveals that Motivation in the educational set-up is influenced by factors such as the teacher's influence, the student's desire to learn, the classroom environment, and the level of enjoyment in learning. Overall, Soriano et al.(2021) claim that Motivation is vital to improve student performance when incorporated into the education environment.

Contrary to other works, Hecht et al. (2019) focus on the long-term effects that may result from incorporating Motivation in education learning. The authors point out that extrinsic Motivation can hurt the learning environment and may make students only be motivated by the reward they want to earn after achievement. This form of Motivation may not be appropriate for the overall growth of students' intellectual ability since they will only want to achieve a specific outcome. As a result, they may not sustain the long-term advantages of education throughout the learning experience. The source addresses the gap between intrinsic and extrinsic Motivation and its impact when applied in an educational environment. Thus, despite Motivation being essential in learning, it can distract students, especially when extrinsic Motivation is involved.

Another article by Abdurashitovna (2020) examines the role of Motivation in education by focusing on its role in learning a foreign language. The author acknowledges foreign language as a relevant issue in education because of increased globalization. Thus it calls for the need to develop knowledge and language competency to interact with people from different cultures. Abdurashitovna (2020) claims that, in an education setting where foreign languages are being placed, Motivation is significant by making learner-focused and paying attention to achieve the set targets.

References

Abdurashitovna, A. S. (2020). The influence of Motivation in the foreign language learning process.  Наука и образование сегодня, (6-2 (53)), 37-38. https://cyberleninka.ru/article/n/the-influence-of-motivation-in-the-foreign-language-learning-process

Hecht, C. A., Priniski, S. J., & Harackiewicz, J. M. (2019). Understanding long-term effects of motivation interventions in a changing world. In  Motivation in education at a time of global change (Vol. 20, pp. 81-98). Emerald Publishing Limited. https://www.emerald.com/insight/content/doi/10.1108/S0749-742320190000020005

Lai, H. M., Hsiao, Y. L., & Hsieh, P. J. (2018). The role of Motivation, ability, and opportunity in university teachers' continuance use intention for flipped teaching. Computers & Education,  124, 37-50. https://www.sciencedirect.com/science/article/pii/S0360131518301131

Lampropoulos, G., Anastasiadis, T., Siakas, K., & In, L. E. (2019). Digital Game-based Learning in Education: Significance of Motivating, Engaging and Interactive Learning Environments. In 24th International Conference on Software Process Improvement-Research into Education and Training (INSPIRE 2019) (pp. 117–127). https://www.bcs.org/media/5862/inspire-2019-proceedings.pdf#page=117

Soriano, R. M., Escario, C. N., Cagurangan, P. B., Pascual, C. G., Ambonon, A. M. E., & Hagi, N. A. (2021). The Role of Motivation in English Language Learning: A Qualitative Study.  Journal of Social Transformation and Education,  2(2), 97-106. http://journals.theapra.org/index.php/jste/article/view/30

FEEDBACK

Thanks for your submission.  However, this is not a literature review. This is an article review. A literature review synthesizes the articles together to tell a narrative. They don't stand alone. The literature review compares, contrasts, defines shortfalls, displays congruence and gaps in the literature.  It's a narrative story in a sense. 

Did you review the announcements on how to write a literature review and look at the matrix links?

Otherwise, good article review.

Where is the conclusion?  You just end the paper.

See the Writing Effectively Announcement