Lion’s Jaw as a learning environment – effects of a pedagogical concept in higher education students’ intrinsic motivation
Lehmusto, Teemu (2021)
Lehmusto, Teemu
Haaga-Helia ammattikorkeakoulu
2021
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi-fe2021070541120
https://urn.fi/URN:NBN:fi-fe2021070541120
Tiivistelmä
This study focused on specific learning environment Lion’s Jaw in the higher education of Haaga-Helia UAS. The aim was to study how the learning environment and pedagogical concept affected students’ intrinsic motivation during the years 2018-2020. Study also empirically tested the effects of a specific learning environment on students' basic psychological needs satisfaction and tested the new measurement model (IMLIPA). The study has been theoretically based on self-determination theory. SDT proposes that person’s motivation can differ from external to intrinsic motivation. Intrinsic motivation depends on the satisfaction of basic psychological needs of autonomy, competence and relatedness.
The study was implemented during the years 2018-2020. First-year students (n=137) formed the study population. Data was gathered with a survey that included 60 propositions based on autonomy, competence and relatedness. Statistical analyses were done to form explaining factors for basic psychological needs satisfaction and to form indicators for autonomy, competence, relatedness, and IMLIPA (intrinsic motivation level in project assignment) to study students’ perceived intrinsic motivation.
The results of this study showed that the learning environment and pedagogical concept of Lion’s Jaw may support basic psychological needs satisfaction and students’ intrinsic motivation. Project-based studies formed a good learning environment in higher education and enabled the implementation of UAS working life development task. In learning environment design careful planning and defining students' freedoms and responsibilities in a project work should be considered. Team working and project-based learning can enable the efficient learning of generic skills alongside with specific skills. More experienced students as team leaders may have positive effects on relatedness among students. IMLIPA is expected to be a useful measurement model for further testing and research in UAS context and learning environments utilizing project-based learning.
The study was implemented during the years 2018-2020. First-year students (n=137) formed the study population. Data was gathered with a survey that included 60 propositions based on autonomy, competence and relatedness. Statistical analyses were done to form explaining factors for basic psychological needs satisfaction and to form indicators for autonomy, competence, relatedness, and IMLIPA (intrinsic motivation level in project assignment) to study students’ perceived intrinsic motivation.
The results of this study showed that the learning environment and pedagogical concept of Lion’s Jaw may support basic psychological needs satisfaction and students’ intrinsic motivation. Project-based studies formed a good learning environment in higher education and enabled the implementation of UAS working life development task. In learning environment design careful planning and defining students' freedoms and responsibilities in a project work should be considered. Team working and project-based learning can enable the efficient learning of generic skills alongside with specific skills. More experienced students as team leaders may have positive effects on relatedness among students. IMLIPA is expected to be a useful measurement model for further testing and research in UAS context and learning environments utilizing project-based learning.