Resources, tools, and techniques for problem based learning in computing
ITiCSE-WGR '98 Working Group reports of the 3rd annual SIGCSE/SIGCUE ITiCSE conference on Integrating technology into computer science education
Constructive and collaborative learning of algorithms
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
PlanEdit: An Adaptive Problem Solving Tool for Design
AH '02 Proceedings of the Second International Conference on Adaptive Hypermedia and Adaptive Web-Based Systems
An Adaptive, Collaborative Environment to Develop Good Habits in Programming
ITS '00 Proceedings of the 5th International Conference on Intelligent Tutoring Systems
Jazzing up Eclipse with collaborative tools
eclipse '03 Proceedings of the 2003 OOPSLA workshop on eclipse technology eXchange
JeCo, a Collaborative Learning Tool for Programming
VLHCC '04 Proceedings of the 2004 IEEE Symposium on Visual Languages - Human Centric Computing
Sangam: a distributed pair programming plug-in for Eclipse
eclipse '04 Proceedings of the 2004 OOPSLA workshop on eclipse technology eXchange
Technology affordances for intersubjective learning: a thematic agenda for CSCL
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
Analyzing Work Productivity and Program Quality in Collaborative Programming
ICSEA '08 Proceedings of the 2008 The Third International Conference on Software Engineering Advances
The role of academic motivation in Computer-Supported Collaborative Learning
Computers in Human Behavior
Measurement and assessment in computer-supported collaborative learning
Computers in Human Behavior
Computers in Human Behavior
The effects of peer intrinsic and extrinsic motivation on MMOG game-based collaborative learning
Information and Management
Evaluation of a collaborative instructional framework for programming learning
Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education
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Motivation is a very important factor for successful instruction. This factor is especially relevant in collaborative learning contexts, where social interaction plays an important role. In this paper we present an evaluation of motivation in 139 students who were instructed under four pedagogical approaches: traditional lecture, collaborative learning, collaborative learning guided by CIF (an instructional framework for collaborative learning), and collaborative learning guided by CIF and supported by MoCAS (a collaborative learning tool). We considered the four dimensions of motivation according to self-determination theory. The statistical results show that, in global terms, students were more motivated by jointly using the collaborative instructional approach CIF and the MoCAS tool than by using a collaborative approach. Detailed analysis of the different kinds of motivation yields mixed results. Students who were instructed with CIF and especially those students instructed with CIF and MoCAS exhibited higher intrinsic motivation. Furthermore, students instructed with CIF and MoCAS were the most extrinsically motivated via identified regulation. With respect to extrinsic motivation via external regulation, students instructed in a traditional, individual way were more motivated than students instructed collaboratively. Finally, high levels of amotivation were also associated to instruction using CIF and MoCAS. In summary, our results suggest that CIF and MoCAS are associated with high levels of intrinsic and extrinsic motivation, a finding that can aid in improving the learning processes, but they are also, unexpectedly, associated with amotivation, suggesting an overall increase in activation in the students who show mixed motivators.