E-learning and motivation for learning physics at school: the case of generations Y and Z

The article deals with e-learning, the impact of virtual and real activities for tenth formers’ motivation for learning physics of different Y and Z generations. The problem statement is formulated by the following question: how do e-learning and inquiry-based learning impact the motivation for learning Physics of the learners of Y and Z generations? The purpose of study is to reveal the effects of e-learning and inquiry on the motivation for learning Physics of learners of Y and Z generations. The secondary correlative analysis of the results of national research and qualitative research has been conducted. The analysis of national research data revealed the impact of Inquiry-based and computer related activity on the motivation for learning Physics of Y generation learners. Motivation of Y generation learners bears no statistically significant correlation with the use of the computer in afterschool activities: e-communication, computer games, e-learning and e-creative leisure. However, the motivation for learning Physics of Y generation learners is promoted by information retrieval from the virtual platform. Experiments conducted by the teacher have no statistically significant effect on the motivation for learning Physics. Learners are mainly motivated by their own experimental activity. The learners of Z generation, who participated in qualitative research, prefer conducting real rather than virtual laboratory work in Physics. They point out that performing laboratory work in reality creates conditions for ‘lifelike’ exploration by touching and fiddling the devices and materials (hands-on dimension), as well as permits experiencing the sense of reality and applying theory in practiceVytauto Didžiojo universitetasŠvietimo akademij