Motivation of University Students Towards the Use of Information and Communication Technologies and Their Relation to Learning Styles

Abstract

Motivation can influence the success of the teaching-learning process. The use of Information and Communication Technology (ICT) in Education is becoming more and more frequent. In fact, its presence is very engaging and may improve learning. This study is aimed at analysing the relation between university students' intrinsic motivation and their learning styles, where variables such as gender and the universities at which they study can be essential. For that purpose, the answers provided in both the IMI (Intrinsic Motivation Inventory) questionnaire and the Felder and Silverman's Learning Style Inventory by a sample of 272 students from two different universities have been taken into account. The two questionnaires were completed online, allowing access from any device with an internet connection. Once the data obtained was analysed, a high correlation among the six dimensions of the motivation questionnaire was observed. Said correlation does not apply to Felder and Silverman's test, where there is little correspondence among the eight styles in the inventory. A clear relation between two learning styles (Visual and Reflective) and intrinsic motivation is also noted. It should be highlighted that on examination of the variables corresponding to the university where student study and the latter’s gender were examined, certain differences appeared, such as the prevalence of some learning styles in male participants.