Jeno Lucas M, Diseth Åge, Grytnes John-Arvid
Department of Education, University of Bergen, Bergen, Norway.
Department of Biological Sciences, University of Bergen, Bergen, Norway.
Front Psychol. 2021 Feb 24;12:631564. doi: 10.3389/fpsyg.2021.631564. eCollection 2021.
The main aim of this study is to test the validity of the Motivation, Engagement, and Thriving in User Experience (METUX) model (Peters et al., 2018) in higher education. We propose a process model in which we investigate how the need-satisfaction of digital learning tools within the interface sphere and task sphere accounts for engagement, learning, and well-being. A total of 426 higher education students drawn from two subsamples participated in this cross-sectional study. A structural equation model shows that interface autonomy and competence satisfaction positively predict task autonomy and competence. Task competence, in turn, negatively predicts focused attention and positively predicts perceived usability and well-being. Task autonomy positively predicts perceived usability and reward. Based on our results, we provide some initial support for the METUX model in higher education. However, more validation work is needed to improve the scale that measures need-satisfaction in the interface and task spheres. Moreover, we find no support for the effect of task sphere on learning. Further investigations are needed into how METUX can be used in domain- and situation-specific contexts to account for increases in engagement, learning, and well-being. Finally, future studies need to include all aspects of the METUX model in order to fully test its validity.
本研究的主要目的是检验用户体验中的动机、参与度和蓬勃发展（METUX）模型（彼得斯等人，2018年）在高等教育中的有效性。我们提出了一个过程模型，在该模型中，我们研究界面领域和任务领域内数字学习工具的需求满足如何解释参与度、学习和幸福感。来自两个子样本的426名高等教育学生参与了这项横断面研究。一个结构方程模型表明，界面自主性和能力满意度正向预测任务自主性和能力。反过来，任务能力负向预测专注注意力，正向预测感知可用性和幸福感。任务自主性正向预测感知可用性和奖励。基于我们的结果，我们为METUX模型在高等教育中的应用提供了一些初步支持。然而，需要更多的验证工作来改进测量界面和任务领域需求满足的量表。此外，我们没有发现任务领域对学习有影响的证据。需要进一步研究如何在特定领域和情境中使用METUX来解释参与度、学习和幸福感的提升。最后，未来的研究需要纳入METUX模型的所有方面，以便全面检验其有效性。
