This dissertation investigates student interest in the context of problem-based learning (PBL). It aligns the agenda of advancing interest theory with using research to make a difference in classrooms. The dissertation includes five empirical studies which are guided by a design-based research approach. The findings highlight the dynamics of motivation-in-context experiences and they identify specific affordances of PBL activities which foster students’ interest thereby extending the empirical basis for the motivational design of PBL environments.
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This dissertation investigates student interest in the context of problem-based learning (PBL). It aligns the agenda of advancing interest theory with using research to make a difference in classrooms. The dissertation includes five empirical studies which are guided by a design-based research approach. The findings highlight the dynamics of motivation-in-context experiences and they identify specific affordances of PBL activities which foster students’ interest thereby extending the empirical b...
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Translated abstract:
Diese Dissertation untersucht das Interesse von Schülerinnen und Schülern im Kontext des Problembasierten Lernens. Damit leistet sie einen Beitrag zur empirischen Validierung der Interessentheorie sowie zur Unterrichtspraxis. Die Dissertation umfasst 5 empirische Studien nach dem Design-Based Forschungsansatz. Die Befunde unterstreichen die Dynamik von Motivationsprozessen in Lernumgebungen und geben Hinweise auf deren motivationsfördernde Gestaltung.