Two Patterns of Timing Incentive Delivery (Immediate - Delayed) in E-learning Environment Based on Crowdsourcing, and the Interactive Effect of their Interaction with Academic Aspiration Level (High - Low) on Digital Empowerment Competencies and Meta-Motivation among Female Student Teachers

El-kholy, Sara S.

doi:10.21608/jsre.2025.390405.1795

Two Patterns of Timing Incentive Delivery (Immediate - Delayed) in E-learning Environment Based on Crowdsourcing, and the Interactive Effect of their Interaction with Academic Aspiration Level (High - Low) on Digital Empowerment Competencies and Meta-Motivation among Female Student Teachers

Document Type : Original Article

Author

Sara S. El-kholy

Assistant Professor of Instructional Technology, Faculty of Women for Art, Science & Education, Ain Shams University, Egypt

10.21608/jsre.2025.390405.1795

Abstract

The current research aimed at designing two patterns for timing incentive delivery (immediate – delayed) within an e-learning environment based on crowdsourcing. It sought to reveal the effect of their interaction with academic aspiration level (high – low) on digital empowerment competencies and meta motivation among third-year female student teachers in the Biology and Geology Education division. To achieve the research objective, the developmental research approach was employed. This involved deriving a list of instructional design standards, and developing an e-learning environment using Elgazzar (2014) instructional design model. The research sample consisted of 80 third-year female students specializing in Biology and Geology Education at Faculty of women, Ain Shams University, for the academic year 2023-2024. These students were divided into four experimental groups, each comprising 20 students: Group 1: High academic ambition, immediate incentive, Group 2: High academic ambition, deferred incentive, Group 3: Low academic ambition, immediate incentive, Group 4: Low academic ambition, deferred incentive. Research tools included an achievement test, a skill performance observation card, a quality evaluation card for the first product, a quality evaluation card for the second product, an academic ambition scale, and a metamotivation scale. The research experiment was conducted using a 2x2 factorial experimental design with post-measurement. Data were collected and analyzed using SPSS. The results revealed the following: Digital Empowerment: Cognitive Achievement: First, there were no statistically significant differences among the four experimental groups attributable to the interaction between incentive timing pattern and aspiration level on the cognitive achievement of digital empowerment competencies. This was due to the similar means scores in acquiring cognitive competencies between the groups. Digital Empowerment: Skill Competencies: Second, there were statistically significant differences among the four groups attributable to the interaction between incentive timing pattern and aspiration level on digital empowerment skill competencies. Specifically, statistically significant differences were found between Group 4 (delayed incentive, low aspiration) and each of Groups 1, 2, and 3, favoring the latter three groups. Quality of First Product (Digital Text Production): Third, there were statistically significant differences among the four groups attributable to the interaction between incentive timing pattern and aspiration level on the quality of the first product (Digital text production). Statistically significant differences were found between Group 3 and Group 4, favoring immediate incentive. However, there were no statistically significant differences among the four groups attributable to the level of aspiration. Quality of Second Product (Presentations): Fourth, there were statistically significant differences among the four groups attributable to the interaction between incentive timing pattern and aspiration level on the quality of the second product (presentations). Statistically significant differences were found between Group 4 (delayed incentive, low aspiration) and each of Groups 1, 2, and 3, favoring the latter three groups. Metamotivation: Fifth, there were no statistically significant differences among the four experimental groups attributable to the interaction between incentive timing pattern and aspiration level on metamotivation. However, there were statistically significant differences among the groups in academic aspiration level, favoring high academic aspiration.

Keywords

Main Subjects

Educational technology

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