By Caroline Koh

This booklet discusses the hyperlinks among the root of motivational, management and curricular constructs on the subject of twenty first century and net-generation studying. It brings jointly fresh advancements in motivation, academic management and curriculum layout in an effort to provide a greater figuring out of what's already identified and what's but to be explored in those fields. It contains a set of findings on fresh academic advancements, together with themes corresponding to motivating the twenty first century learner, management practices and affects, curriculum layout and types, novel studying environments and twenty first century beginners and their needs.

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2012). One issue comes from the forking branches of choices learners make when gaming often differs with each replay of a game. Since, in traditional learning settings, some learners need to get the full body of information on three separate occasions before they successfully learn it (Nuthall 2002), designing games and stories in such a way that the complete body of knowledge is repeated sufficiently to ensure uptake becomes difficult. Some serious games may also lack the stories necessary to engage learners’ full interests, or may not engage learners beyond surface learning.

2009; Zhou et al. 2009) and correlational results have yet to be replicated in the Asian context. Furthermore, it would appear that autonomy-supportive teaching behaviours have different effects on students. Baron and Kenny (1986) state that ‘moderator variables are typically introduced when there is an unexpectedly weak or inconsistent relation between a predictor and a criterion variable’ (Baron and Kenny 1986). This gap can addressed by examining, firstly, the relationship between autonomy-supportive teaching, autonomy needs satisfaction and motivation, and secondly, the possible impacts of moderating variables in these relationships.

Some researchers have maintained that it is consistent throughout different cultures (Chirkov and Ryan 2001; Shroff et al. 2008; Vansteenkiste et al. 2005b), while others claim it is less congruent in collectivist societies (Markus and Kitayama 1991; Pan 2013; Volet 1999). Other contextual moderators such as task choice and designs (Patall et al. 2008) have also been investigated empirically. It would seem that most researchers have focused their efforts on investigating contextual influences, simultaneously agreeing that cultural factors are critical in promoting autonomy.

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