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The impact of online communication on student's subjective levels of satisfaction and motivation

Michael Chidgzey, Michael Diab , Tracey Manthorpe, Rebecca Johnson, Malin Johansson
Supervisors : Libby Brook / Guy Curtis

Internet Communication Technology (ICT) is becoming increasingly popular with educational institutions. However, the relationship between ICT and the three key types of academic motivation: intrinsic, extrinsic and amotivation, has not yet been adequately explored. As motivation is a significant factor in learning performance, it is essential that increasingly utilized resources such as ICT are examined. In particular the ICT’s effectiveness for differing motivational types as well as their impact on motivation itself. This study examined the relationship between the motivational types of intrinsic, extrinsic and amotivation with students’ satisfaction (as a measure of usefulness) with ICT at their tertiary institution. This study used the quantitative surveys of the AMS-C, SIMS and the CSQ-II to determine the motivation levels and satisfaction with ICT of 80 students. Results revealed that intrinsic motivation was significantly negatively related to the satisfaction of the ICT. This suggests that the ICT may be demotivational for intrinsically motivated students. It is suggested that the over-justification of extrinsic rewards in ICT is demotivating intrinsically motivated students.