Using a mathematical model of motivation, volition, and performance to examine students’ e-text learning experiences

摘要: This empirical study used Keller’s (Technol Instr Cogn Learn 16:79–104, 2008b) motivation, volition, and performance (MVP) theory to develop statistically evaluate a mathematical MVP model that can serve as research policy tool for evaluating students’ learning experiences in digital environments. Specifically, it explored undergraduate biology attitudes toward e-texts using two different e-text A data set (N = 1334) included student motivation information processing, frustration with e-texts, ability variables was satisfaction. regression analysis of these revealed significant explained 77% the variation satisfaction both Student intrinsic cognitive load were positive predictors satisfaction, while extraneous prior knowledge background negative predictors. Practical implications generalizability are discussed.