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Interventions for the Development of Intrinsic Motivation in University Online Education: Systematic Review—Enhancing the 4th Sustainable Development Goal

Author

Listed:
  • Rebeca Kerstin Alonso

    (Department of Didactics of Musical, Plastic and Corporal Expression, University of the Basque Country UPV/EHU, 48940 Leioa, Spain)

  • Alexander Vélez

    (Department of Financial Economics II, University of the Basque Country UPV/EHU, 01006 Vitoria-Gasteiz, Spain)

  • María Carmen Martínez-Monteagudo

    (Department of Developmental Psychology and Didactic, University of Alicante, 03080 Alicante, Spain)

Abstract

Background: The development of quality education, as stated by the United Nations in the 4th Sustainable Development Goal of the 2030 Agenda, is a very relevant aspect to work on, and specifically, motivation can play an important role. Consequently, the development of intrinsic motivation (IM) in university education and searches for possible interventions have increased exponentially in the last decade. However, no reviews have been published analyzing the interventions and the results obtained. Therefore, the purpose of this review was to systematically analyze the development of IM in online education through the different intervention programs carried out in university teaching. Methods: A systematic review of PubMed, Web of Sciences and Scopus was performed according to PRISMA guidelines. Results: Of the 255 studies initially identified, 17 were thoroughly reviewed, and all interventions and outcomes were extracted and analyzed. Most of the interventions achieved better outcomes after implementation. Five types of possible courses of action to promote IM have been identified. Conclusions: It is worth highlighting the unanimity found regarding the importance of proposing specific approaches based on the development of IM in university online teaching since it promotes satisfaction regarding studying and greater involvement of students.

Suggested Citation

  • Rebeca Kerstin Alonso & Alexander Vélez & María Carmen Martínez-Monteagudo, 2023. "Interventions for the Development of Intrinsic Motivation in University Online Education: Systematic Review—Enhancing the 4th Sustainable Development Goal," Sustainability, MDPI, vol. 15(13), pages 1-14, June.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:13:p:9862-:d:1175798
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    References listed on IDEAS

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    1. Kristien Andrianatos, 2021. "Implementation of a Multimodal Academic Literacy Resource at a South African University: A Critical Autoethnographic Reflection," International Journal of Mobile and Blended Learning (IJMBL), IGI Global, vol. 13(4), pages 1-20, October.
    2. Naresh Giangrande & Rehema M. White & May East & Ross Jackson & Tim Clarke & Michel Saloff Coste & Gil Penha-Lopes, 2019. "A Competency Framework to Assess and Activate Education for Sustainable Development: Addressing the UN Sustainable Development Goals 4.7 Challenge," Sustainability, MDPI, vol. 11(10), pages 1-16, May.
    3. María-Carmen Campos-Mesa & Carolina Castañeda-Vázquez & Óscar DelCastillo-Andrés & Gloria González-Campos, 2022. "Augmented Reality and the Flipped Classroom—A Comparative Analysis of University Student Motivation in Semi-Presence-Based Education Due to COVID-19: A Pilot Study," Sustainability, MDPI, vol. 14(4), pages 1-9, February.
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