Edu-Track+: Improving Intrinsic Academic Motivation and University Academic Performance in Hyflex Classrooms
Keywords:
Motivation, academic performance, Classrooms, University, Effectiveness
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Abstract
In the context of the increasing digitization of higher education, datified educational systems have driven the introduction of personal tracking technologies, known as self-tracking, however, little progress has been made in investigating their potential for recording study dedication, organization of didactic resources, and academic input. The aim of the study is to explore the potential of Edu-Track+ (self-tracking experience) as an effective strategy to improve academic motivation and university academic performance. Methodology: A quantitative, experimental, and longitudinal study was developed; 215 doctoral students participated; the academic motivation scale and university academic performance scale were applied before and after the "Edu-Track+" formative experience (pretest-posttest). Our results show that students who reached an advanced level of Self-tracking showed a significant increase in their intrinsic academic motivation and their university academic performance, compared to those who obtained a basic level. In addition, a very strong positive correlation between academic motivation and university academic performance was revealed. Self-tracking can be an effective formative strategy to optimize formative potential in datified educational systems, also showing its applicability for monitoring health and well-being, being important to consider ethical aspects in its implementation, and providing training to educational actors to ensure its effectiveness.
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