Motivation And Learning Outcomes: A Study Of Incoming Exchange Students At Queen's University

Study

User-Centred DesignHigh ImpactModerate effect

Exchange student motivation is primarily cross-cultural, not academic.

Incoming exchange students are most driven by the desire for cross-cultural experiences, with academic and personal/social motivations being secondary.

QSpace (Queen's University Library) · 2010

01

Key Findings

01The strongest motivation for incoming exchange students was Cross-Cultural.
02Academic and Personal/Social motivations were secondary.
03Motivation varied significantly across different independent variables (except gender).
04No significant changes in learning outcomes were observed between pre- and post-tests.

02

Application

Design takeaway

Design international exchange programs with a strong emphasis on cultural immersion and interaction, as this is the primary driver for student participation and satisfaction.

How to apply

When designing international student programs, conduct user research to identify core motivations and integrate activities that directly address these drivers, rather than assuming academic goals are paramount.

Project actions

01When researching user motivations, use validated scales where possible.
02Consider the difference between stated motivations and actual behaviours.

03

Method & Evidence

AimWhat are the primary motivations of incoming exchange students, and how do these motivations correlate with their learning outcomes?

MethodQuantitative Research

ProcedureIncoming exchange students completed a pre-test measuring their motivations using the Study Abroad Goals Scale. They also completed the Global Perspectives Inventory (GPI) for pre-test learning outcomes. After their exchange period, students completed the GPI again for a post-test measurement of learning outcomes. Data was analyzed to identify motivation types and their relationship with learning outcome changes, considering variables like gender, program of study, region of origin, duration, and first language.

Sample182 participants for motivation pre-test, 98 participants for learning outcome pre/post-tests

ContextHigher Education - International Exchange Programs

Variables

IV["Motivation (Cross-Cultural, Academic, Personal/Social)","Gender","Program of study","Region of origin","Duration of study","First language"]

DVLearning outcomes (measured by Global Perspectives Inventory)

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Strengths & Limitations

Strengths

+Uses a pre-test/post-test design to measure changes over time.
+Examines multiple demographic and background variables influencing motivation.

Limitations

The lack of significant learning outcome changes might be due to the chosen measurement tools or the short duration of the exchange program.

Reliability & validity

The use of established scales (Study Abroad Goals Scale, GPI) contributes to reliability and validity. However, the lack of significant findings for learning outcomes may raise questions about the sensitivity of the measures or the validity of the assumption that exchange programs inherently lead to measurable development.

Think critically

If exchange students are primarily motivated by cross-cultural experiences, why did their learning outcomes not improve? Does this indicate a flaw in the program, the measurement of learning outcomes, or the students' engagement with the academic aspects?

05

Design Principles

"Align program objectives and activities with the primary motivations of the target user group."

Understanding the primary drivers for international students allows educational institutions and program designers to tailor experiences and support systems. Focusing solely on academic outcomes might overlook the core reasons students participate, potentially leading to unmet expectations and less impactful programs.

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What This Means for Your Design

Exchange students want to experience new cultures more than anything else, and just being on an exchange doesn't automatically make them learn more about the world.

How to use in your project

1.Use this study to justify focusing on user motivations beyond surface-level goals in your design project.
2.It can inform your user research methods, suggesting the use of specific motivational scales.

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Add to My Project

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Quick Cite

(2010). MOTIVATION AND LEARNING OUTCOMES: A STUDY OF INCOMING EXCHANGE STUDENTS AT QUEEN'S UNIVERSITY. QSpace (Queen's University Library). Retrieved from https://designdex.org/study/8860bd25-71c9-4865-a0d8-71c6a452e51d/exchange-student-motivation-is-primarily-cross-cultural-not-academic

Paragraph starter

This research highlights that international exchange students are primarily motivated by cross-cultural experiences, with academic and personal growth being secondary. The study found no significant improvement in learning outcomes, suggesting that program design needs to be more intentional in fostering development. This implies that for any design project involving international users or educational programs, understanding and catering to the dominant motivational drivers is essential for program success and user satisfaction.

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Source

QSpace (Queen's University Library)

MOTIVATION AND LEARNING OUTCOMES: A STUDY OF INCOMING EXCHANGE STUDENTS AT QUEEN'S UNIVERSITY

journal · 2010

View source

Questions about this research

What does the research say about exchange student motivation is primarily cross-cultural, not academic?: Design international exchange programs with a strong emphasis on cultural immersion and interaction, as this is the primary driver for student participation and satisfaction. Evidence: QSpace (Queen's University Library) (2010).
Why does "Exchange student motivation is primarily cross-cultural, not academic." matter for design?: Understanding the primary drivers for international students allows educational institutions and program designers to tailor experiences and support systems. Focusing solely on academic outcomes might overlook the core reasons students participate, potentially leading to unmet expectations and less impactful programs.
How can designers apply this research?: Design international exchange programs with a strong emphasis on cultural immersion and interaction, as this is the primary driver for student participation and satisfaction.
What were the main findings?: The strongest motivation for incoming exchange students was Cross-Cultural.. Academic and Personal/Social motivations were secondary.. Motivation varied significantly across different independent variables (except gender).. No significant changes in learning outcomes were observed between pre- and post-tests.
What research method was used?: Quantitative Research with 182 participants for motivation pre-test, 98 participants for learning outcome pre/post-tests.
How strong is the evidence?: Evidence strength is rated Moderate effect, based on a 2010 journal from QSpace (Queen's University Library).
What should I do differently in my next project?: When designing international student programs, conduct user research to identify core motivations and integrate activities that directly address these drivers, rather than assuming academic goals are paramount.
What are the limitations?: The study did not find significant changes in learning outcomes, suggesting that the program design might not be effectively capitalizing on student motivations or that learning outcomes are not easily measurable within the study's timeframe or metrics.
Is there evidence that exchange programs affects design outcomes?: Students primarily sought cross-cultural experiences, and their participation in exchange programs did not automatically lead to measurable improvements in global perspectives. Understanding the primary drivers for international students allows educational institutions and program designers to tailor experiences and su Source: QSpace (Queen's University Library) (2010).
Where does this students research apply?: Higher Education - International Exchange Programs It sits within user-centred design research on designdex.org.