The Effects Of Expectancy-value And Situational Interest On E-Learning Outcomes

With the development of computer and network information technology, they have been applied in education extensively, and then online learning has become an important form of learning. In all kinds of learning activities, the proportion of online learning is rising up gradually. Researchers are paying more attention to E-learning outcomes, and learning motivation is one of the important factors affecting learning outcomes. However, how many motivation factors will affect e-learning? How to stimulate learners’ motivation in order to improve their e-learning outcomes? Based on these questions, the current study aimed to investigate the following two parts:(1) the motivation factor affecting e-learning;(2) how to motivate learners’situational interest and improve their e-learning outcomes.The study contained two parts. Research I investigated120college students’interest (initial interest, situational interest and maintained situational interest), expectance-value, e-learning outcomes (learning satisfaction perception, test scores) and other variables and described the correlation between these variables and path model was constructed. In addition, this study also examined the mediating effect of the stimulated situational interest in maintained situational interest; Research Ⅱ further explored how expectance-value affected the value of situational interest and e-learning outcomes on the basis of research Ⅰ.110students were selected for this experiment, with their initial level of interest, gender and computing ability controlled. The results were as follows:(1)Situational interest played mediating role between initial interest and maintained situational interest, which verified the first two stages of the development model of interest and showed that initial interest was important for the development of interest.(2)Maintained situational interest played mediating role between performance expectation and perceived learning satisfaction; Maintained situational interest played mediating role between utility value and perceived learning satisfaction partly.(3)The intervention of utility value affected the learners’perceived utility value and situational interest, and there was no difference on e-learning outcomes. The main effect of performance expectations on situational interest and perceived learning satisfaction was significantly different, and there was no difference in test scores.(4) There was significant interaction between performance expectations and the intervention of utility value on perceived learning satisfaction and utility value.