A INFLUÊNCIA DA AUTOEFICÁCIA E DA AUTORREGULAÇÃO NA MOTIVAÇÃO DA APRENDIZAGEM NA SIMULAÇÃO DA PRÁTICA DE MONTAGEM DE LAPTOPS BASEADA EM REALIDADE VIRTUAL IMERSIVA
DOI:
https://doi.org/10.18316/rcd.v16i43.11808Palavras-chave:
Autoeficácia, Autorregulação, Motivação para aprender, Montagem de laptops, Realidade virtual imersivaResumo
O objetivo deste estudo foi determinar o efeito da autoeficácia na motivação para o aprendizado, o efeito da autorregulação na motivação para o aprendizado e o efeito da autoeficácia e da autorregulação na motivação para o aprendizado em uma simulação de montagem de laptop baseada em realidade virtual imersiva. A população e a amostra deste estudo foram 68 alunos do 2º e 3º anos do Departamento de Engenharia de Informática, Faculdade de Engenharia e Educação Profissional, Ganesha University of Education, Bali, Indonésia. Este estudo usa uma abordagem quantitativa com um método de pesquisa para coletar dados. A técnica de coleta de dados é um instrumento na forma de um questionário que usa uma escala de diferencial semântico. A técnica de análise de dados utilizada é a análise de regressão linear múltipla, o teste de suposição clássica, o teste t, o teste F e o coeficiente de determinação. Os resultados da análise mostram que a autoeficácia tem um efeito positivo e significativo na motivação para o aprendizado, o valor de t calculado > t de tabela (4,186>1998). Enquanto a autorregulação tem um efeito positivo e significativo sobre a motivação para o aprendizado, o valor de t-calculado > t-table (3,226>1998). Os resultados da análise também mostram que há uma influência positiva e significativa entre a autoeficácia e a autorregulação sobre a motivação para a aprendizagem na simulação de prática de montagem de laptop baseada em RV imersiva, em que o valor de F-calculado > F-table (16,453 > 3,150).
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