This study investigated the impact of intrinsic motivation and job involvement, with employee retention acting as a mediating variable. As most organisations want to retain their best employees and sustain their organisational performance, this study strives to add to the body of knowledge on motivation, job involvement and employee retention, with specific reference to selected departments within the Eastern Cape Provincial Government in the South African context. Intrinsic motivation and job involvement were used as the independent variables. Employee retention is the dependent variable, which was measured using the cumulative Michigan Organisational Assessment Two-item Questionnaire (Camman, Fichman & Klesh, 1979) and a third assessment item from Landau & Hammer (1986). A quantitative relational design was employed to investigate the degree to which intrinsic motivation and job involvement predict an employee’s intention to quit their job. The data were collected through a self administered questionnaire from a convenience sample of 160 employees within the selected government departments in the study. The empirical results obtained from the data; using the Pearson correlation coefficients, indicated significant relationships between intrinsic motivation, job involvement and employee retention. Evidence was further found that employees’ intrinsic motivation and job involvement influenced the extent of employees’ intention to quit. Furthermore, a multiple regression analysis of the data indicated that intrinsic motivation is the strongest predictor of employee retention, followed by job involvement.

Information security research shows that employees are a source of some of the security incidents in the organisation. This often results from failure to comply with the Information Security Policies (ISPs). The question is, therefore, how to improve information security behaviour of employees so that it complies with the ISPs. This study aims to contribute to the understanding of information security behaviour, especially how it can be improved, from an intrinsic motivation perspective. A review of the literature suggested that research in information security behaviour is still predominantly based on the extrinsic perspective, while the intrinsic perspective has not received as much attention. This resulted in the study being carried out from the perspective of the self-determination theory (SDT) since this theory has also not received as much attention in the study of information security behaviour. The study then proposed an information security compliant behaviour conceptual model based on the self-determination theory, (ISCBMSDT). Based on this model, a questionnaire, the ISCBMSDT questionnaire, was developed using the Human Aspects of Information Security Questionnaire and SDT. Using this questionnaire, a survey (n = 263) was carried out at a South African university and responses were received from the academic, administrative and operational staff. The following statistical analysis of the data was carried out: exploratory factor analysis, reliability analysis, analysis of variance (ANOVA), independent samples test (t-tests) and Pearson correlation analysis. The responses to the survey questions suggest that autonomy questions received positive perception followed by competence questions and relatedness questions. The correlation analysis results show the existence of a statistically significant relationship between competence and autonomy factors. Also, a partial significant relationship between autonomy and relatedness factors as well as between competence and relatedness factors was observed. The exploratory factor analysis that was performed on the questionnaire produced 11 factors. Cronbach alpha was then computed for the eleven factors and all were found to be above 0.7, thus suggesting that the questionnaire is valid and reliable. The results of the research study also suggest that competence and autonomy could be more important than relatedness in directing information security behaviour among employees. / School of Computing / M. Tech. (Information Technology)

Communication seems to play a pivotal role in any high school classroom. But it was found those classes or certain individual students shy away from engaging in effective communication during natural science lessons in Swaziland. One of the directives in the Swaziland National Education Policy states that syllabuses for studies in Form 4 and 5 should enable learners to develop essential skills which include communication and language skills. This study then, on realising that there was a gap between what was stated in the Education Policy and what was actually the case in the natural science classrooms, sought for a solution that would encourage effective communication in natural sciences. Therefore, the main purpose of the study was to encourage active participation of high school students in natural science lessons. The main research question posed for this purpose was: Can student motivation enhance classroom discourse for the negotiation of science understanding? Five sub-questions emanated from the main research question: (a) How does classroom discourse relate to natural science understanding? (b) What effect does external motivation have on discourse during natural science lessons? (c) What is the effect of feedback during natural science learning? (d) How can feedback be enhanced in the natural science class? (e) Which teaching strategies improve interactions during natural science learning? The study is organised into five chapters. The first chapter summarises the whole study by giving the problem statement, research aim and objectives, definition of terms, as well as chapter divisions. Chapter two provides the background to the study through the discussion of education theories based on classroom discourse and motivation. The third chapter presents detailed information about the research design, methods of data collection and analysis, as well as a proposed method for motivating students. The fourth chapter presents the research results, analysis and discussion. The fifth and the final chapter presents research findings, concluding remarks drawn from the research findings, as well as recommendations for similar future research. The case study style uses a qualitative, descriptive and exploratory approach. The study concentrated on theories explaining learning and motivation. The sample comprised six purposefully selected students and their two physical science teachers. Data were collected using the standardised open-ended interview and non-participant lesson observation methods, and from documents. The data were collected in two phases, the pre-motivation phase and the motivation phase. The collected data was further categorised into two segments, with each segment being a unit of analysis. One of the segments was composed of oral interchanges, while the other was composed of students’ written work. The data was then transcribed, coded, analysed and discussed using the thematic discourse analysis approach. The principles of triangulation, reliability and validity ensured the credibility of the study remained intact. Research ethics were also observed by the researcher and there was trust, respect and autonomy during data collection. The ethics observed included informed consent, confidentiality, beneficence, anonymity and non-malificence. Permission to collect data was sought and obtained from all concerned. The motivation method helped the physics group improve more (55%) than the chemistry group (7%) in tests. In the overall performance the two groups improved more or less the same: the chemistry group improved by 4% while the physics group improved by 5%. There were three main findings for the study and they revolved around the purpose and the research question. The first major finding was that the motivation method used with the students instilled self-discipline in the students, resulting in self-regulated behaviour and better understanding of science concepts. The finding suggested that motivated students are self-disciplined and take ownership of their learning. The second major finding was that during the motivation phase of data collection interactions improved between the students and their science teachers. These interactions were in the form of classroom talk, submission of school work and feedback. It was inferred that motivated students communicate more effectively and with better understanding of the concepts taught. The third major revelation was that the students were motivated by learner-centred teaching strategies and the use of teaching aids in a science laboratory. A main finding for the first sub-question was that the more students interacted with each other, with their natural science teachers, and with their books the more they appreciated and understood science concepts. For the second sub-question the main finding was, the motivation method used with the students improved discourse during natural science lessons. The marks the students were awarded gave them the energy to engage more in science activities and to behave well. The main finding for the third sub-question was that prompt feedback and positive comments motivated students to engage more in science discourse and to understand science concepts better. An important finding from the fourth sub-question was that prompt and positive feedback enhanced feedback, as well as giving students tasks that were not too far above their abilities, enhanced feedback in the natural science class. For the fifth sub-question it was found that student-centred teaching methods as well as teaching aids and learning in science laboratories improved interactions during natural science learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Gamification is a modern concept that makes physical and digital activities engaging and enjoyable just like games. Game elements are added to mobile applications for user retention and engagement. One of the dark sides of gamification i.e., addiction is explored in this novel study in the context of mobile application design. It uses a mixed-method approach to lay the foundation of the relation between gamification and Smartphone Addiction, which is critically explained in a limited literature review using existing theories and studies on gamification. Interviews with behavioral experts confirm the psychological aspects of the research. The study also identifies game elements that contribute to smartphone addiction by a survey analysis of 269 participants. Results reveal Scrolling and Tapping as most addictive game elements. Some elements also show a statistically significant relationship with daily smartphone usage in hours. There are many effective applications of gamification, and in the context of mobile application design, it indeed helps to increase user engagement, however, there is an ethical need to reflect on what the exaggerated form of this engagement can lead to. As future research, a longitudinal study and experiments are suggested to find out this relationship with the use of empirical data.

Spelet Allsvenskan Fantasy studeras för att undersöka hur spelare motiveras och upprätthåller motivation över tid. Studien utgår ifrån modellen Motivational Technology Model som bygger på Uses and Gratifications Theory och Self-Determination Theory. Tio semistrukturerade intervjuer utförs med syftet att identifiera hur spelare motiveras att spela Allsvenskan Fantasy. En tematisk analys utförs på datan från intervjuerna och sex teman identifieras:  -  Spelet spelas utanför spelet -  Spelaren blir en aktör, får agens genom att använda sin kunskap -  Social interaktion förhöjer spelupplevelsen -  Verkligheten som extra spelnivå -  Spelet är anpassningsbart -  Spelarna är självgående men behöver varandra  Dessa sex teman diskuteras utifrån det teoretiska ramverket med fokus på spelets affordanser, och grundläggande psykologiska behov för inre motivation hos spelarna. / The game Allsvenskan Fantasy is researched to investigate how players are motivated and uphold their motivation over time. The study makes use of the Motivational Technology Model which is based upon Uses and Gratifications Theory and Self-Determination Theory. Ten semi-structured interviews are conducted with the aim to identify how players are motivated to play Allsvenskan Fantasy. A thematic analysis is applied to the data from the interviews and six themes are identified:  -  The game is played outside of the game -  The player becomes an actor, receives agency by using their knowledge -  Social interaction enhances the game experience -  Reality gives an extra level of the game -  The game is adaptable -  The players are self-propelled but need each other  These six themes are discussed by using the theoretical framework with focus on the affordances of the game and the basic psychological needs for intrinsic motivation among the players.

Text in Afrikaans / Gemotiveerde onderwysers speel 'n belangrike rol in suksesvolle onderrig en leer. Die doelwit van hierdie studie was om faktore te identifiseer wat 'n invloed uitoefen op onderwysermotivering. 'n Kwalitatiewe navorsingsontwerp van individiduele onderhoud-voering met agt doelgerig geselekteerde deelnemers is gebruik ten einde antwoorde te kry op faktore wat „n invloed uitoefen op die motivering van grondslagfase-onderwysers. Die doelwitte van hierdie studie was ook om riglyne aan onderwysers te verskaf oor hoe om hulself te motiveer en aan skoolhoofde oor hoe om hul onderwysers te motiveer. Daar is bevind dat faktore wat 'n invloed uitoefen op die motivering van onderwysers verband hou met die spesifieke skoolomgewing, die finansiële vergoeding van onderwysers, die werksverhoudings met ander onderwysers, die invloed van ouers, die verhoudings met die skoolhoof en die gedrag van leerders. As belangrikste motiveringsfaktor geld die onderwyser se eie lewensingesteldheid wat of op 'n positiewe of negatiewe lewensuitkyk gesentreer kan wees. / Motivated teachers play an important role in successful teaching and learning. The aim of this study was to identify factors that have an influence on teacher motivation. A qualitative research design was used. Individual interviews with eight purposefully selected participants were held to get answers to the factors that have an influence on the motivation of foundation phase teachers. The aim of this study was also to give guidelines to teachers on how to motivate themselves and to school principles on how to motivate teachers. The results indicate that factors influencing the motivation of teachers have to do with the specific school environment, the financial reward of teachers, the work relationship with other teachers, the influence of parents, therelationship with the school principal and the behaviour of learners. The most important motivation factor is the teacher‟s own attitude towards lifewhichcanrepresenta positive or negative life view. / Educational Leadership and Management / M. Ed. (Onderwysbestuur)

The issue of learner engagement is an important question for education and for instructional design. It is acknowledged that computer games in general are engaging. Thus, one possible solution to learner engagement is to integrate computer games into education; however, the literature indicates that pedagogical, logistical and political barriers remain. Another possible solution is to derive principles for the design of engaging experiences from a critical examination of computer game design. One possible application of the derived design principles is that instruction may be designed to be inherently more engaging. The purpose of this dissertation was to look for operational principles underlying the design of computer games in order to better understand the design of engaging experiences. Core design components and associated operational principles for the design of engaging experiences were identified. Selected computer games were analyzed to demonstrate that these components and principles were present in the design of successful computer games. Selected instructional units were analyzed to show evidence that these operational principles could be applied to the design of instruction. An instructional design theory—called Challenge-driven Instructional Design—and design considerations for the theory were proposed. Finally, suggestions were made for continued development and research of the instructional design theory.

Fastighetsmäklarbranschen kantas av hög personalomsättning, vilket kan ses som en signal på en stressig arbetsmiljö. Dessutom har branschen ett utpräglat system där prestationsbaserad lön i form av provision förekommer i stor utsträckning. Enligt tidigare forskning är stress en indikator på en ohälsosam arbetshälsa, vilken i sin tur påverkar motivationen att prestera. Med denna utgångspunkt sågs behovet att utforska fastighetsmäklarnas arbetssituation vilket ledde till studiens syfte: att bidra med kunskap om hur fastighetsmäklare i Sverige upplever sin arbetshälsa utifrån lön, belöning och motivation, samt att undersöka vilken betydelse dessa faktorer har för prestationen. En kvantitativ metod med tvärsnittsdesign användes. Datainsamlingen genomfördes genom en webbenkät som utformats delvis med hjälp av Effort Reward Imbalance-modellen (ERI-modellen), samt beprövade mätinstrument för att mäta motivation. Den teoretiska utgångspunkten i studien var att olika typer av lön och belöning, samt inre och yttre motivation kan påverka medarbetares mående både positivt och negativt. ERI-modellen kan mäta stress i arbetssituationen genom att identifiera om det föreligger en obalans mellan en individs ansträngning och belöning, samt om överengagemang föreligger.  Studiens resultatkapitel påvisar att fastighetsmäklare är en stressad yrkesgrupp. Genom att analysera den sammanställda datainsamlingen med hjälp av studiens teoretiska referensram landade diskussionen i ett antal slutsatser. En slutsats var att minoriteten av fastighetsmäklarna upplever en negativ obalans i kombination med högt överengagemang, samt att de löper stor risk för negativ arbetshälsa. Studiens resultat visade även att typ av löneform inte har påverkan på stressnivån. Vidare drogs slutsatsen att ickemonetär belöning har störst positiv betydelse för stressnivån bland de som har provisionslön. Ytterligare en slutsats var att mäklare generellt drivs mer av inre motivation än yttre motivation, vilket är positivt då inre motivation bidrar till bättre arbetshälsa. Slutligen konstaterades att mäklare är motiverade och kan prestera väl trots den stressiga arbetssituationen. / The real estate industry has a high level of staff turnover, which can be a sign of a stressful environment at work. In addition, the industry has a distinct system where performance based remuneration in the form of commission occurs to a large extent. According to previous research, stress is an indicator of poor work health, which in turn affects the motivation to perform. Considering this, the purpose of this study was to examine how real estate agents in Sweden experience their occupational health based on salary, reward and motivation, and to examine what significance these factors have for their performance. A quantitative method with cross-sectional design was used. The collection of data was carried out through a web survey which was partially designed by using the Effort Reward Imbalance model (ERI-model), as well as evidence-based tools for measuring motivation. The theoretical starting point of the study was that different types of salary and rewards, as well as intrinsic and extrinsic motivation can affect employees' well-being both positively and negatively. The ERI-model can measure stress in the work situation by identifying whether there is an imbalance between a person’s effort and reward, and whether overcommitment occurs. The results of the empirical data showed that real estate agents are a group that suffers from work-related stress. By analyzing the compiled data collection, using the theoretical framework of the study, the discussion resulted in several conclusions. One of the conclusions was that a minority of the real estate agents experience a negative imbalance in combination with a high level of overcommitment. Consequently, they run a high risk of negative work health. The results of the study also showed that the type of salary does not influence the stress level. Moreover, it was concluded that non-monetary rewards are the most important factor to reduce stress among those who have commission pay. Another conclusion was that real estate agents are generally more driven by intrinsic motivation than extrinsic motivation, which is positive because intrinsic motivation contributes to better work health. Finally, it was found that real estate agents are highly motivated and can perform well despite their stressful work environment

Problematisering: En del av ledarskapets svåraste uppdrag är att bibehålla motivation och prestation bland medarbetare. Medarbetare som presterar genererar en framgångsrik organisation. Motivationen till att fortsätta prestera tenderar att förändras och avta med åldern. En organisation som har omotiverade medarbetare uppnår inte bästa tänkbara resultat och ledare har ett stort ansvar för medarbetarnas förutsättningar att fortsätta prestera och finna motivation i sitt arbete. Syfte: Studiens syfte är att undersöka vilken syn ledare har på äldre medarbetare samt vilken attityd de har till äldre medarbetare. Studien ska även undersöka vilken strategi ledarna tillämpar för att motivera äldre medarbetare till att fortsätta prestera på arbetsplatsen. Metod: Genom att tillämpa en kvalitativ metod i form av semistrukturerade intervjuer har studien kunnat undersöka och analysera vilken syn och attityd ledare har till äldre medarbetare och vilken strategi som är avgörande för att bibehålla motivation och prestation bland äldre medarbetare. Slutsats: Det främsta sambandet som återfinns är synen på äldre medarbetare som föråldrade kunskaper, färdigheter och attityder. De äldre medarbetarna har vidare skickligheter och kunskaper som anses vara ovärderliga för organisationen. Studiens resultat visar att ett transformativt och individanpassat ledarskap har varit framgångsrikt för att motivera äldre medarbetare till att fortsätta prestera. Ledarens attityd till åldern har en påverkan på individen och dess förmåga vilket främst har påverkats vid förändringar, tekniska incitament och den fysiska förmågan. / Problematization: Part of the leadership's hardest mission is to maintain motivation and performance among employees. Employees who perform generate a successful organization. The motivation to continue performing tends to change and wane with age. An organization that has unmotivated employees does not achieve the best possible results, and leaders have a great responsibility for the employees' conditions to continue performing and find motivation in their work. Purpose: The aim of the study is to investigate what view managers have of older employees and what attitude they have towards older employees. The study will also investigate which strategy the leaders apply to motivate older employees to continue performing in the workplace. Method: By applying a qualitative method in the form of semi-structured interviews, the study has been able to investigate and analyze which view and attitude leaders have towards older employees and which strategy is decisive for maintaining motivation and performance among older employees.  Conclusion: The main connection found is the view of older employees as outdated knowledge, skills and attitudes. The older employees also have skills and knowledge that are considered invaluable to the organization. The study's results show that a transformative and individualized leadership has been successful in motivating older employees to continue performing. The leader's attitude to age has an impact on the individual and his ability, which has mainly been affected by changes, technical incentives and physical ability.

The use of online courses continues to increase despite the small amount of research that exists on the effectiveness of online educational environments. The little research that has been conducted has focused on evaluating factors taken into consideration during the adoption of online learning environments. One notable benefit often cited is the ability to incorporate multimedia such as video games. Although game researchers and developers are pushing for the use of video games for educational purposes, there is a lack of research on the effectiveness of serious video games. When paring the increasing use of online educational environments, the push to use serious video games, and the lack of research on the effectiveness of online learning environments and video games, there is a clear need for further investigation into the use of serious video games in an online format. Based on current literature, no other known study has conducted an analysis comparing a serious game-based and non-game based online course; making this a unique study. The purpose of this study was to compare student learning experiences and outcomes between a serious game-based and non-game based online American History course. The data sources were data provided from Florida Virtual School (FLVS) and student and teacher interviews. Random samples of 92 students were statistically analyzed. A group of 8 students and 4 teachers were interviewed. FLVS data provided were analyzed using an independent t-test and the Mann-Whitney test and the student and teacher interview were analyzed using thematic analysis. Results of an independent t-test revealed that there was a significant (p > .01) difference in the mean number of days necessary to complete the course (MGB = 145.80, SDGB = 50.64, MNGB = 112.63, SDNGB = 49.60). The Mann-Whitney results indicated a significant difference between course performance and the type of American history course (Z = -5.066, p > .01); students in the serious game-based online course had an A average whereas students in the non-game-based online course had a B average. The thematic analysis of the relationship between student performance and motivation in both courses indicated that students and teachers of the game-based online course provided more reasons for student motivation than the students and teachers in the non-game-based online course. The thematic analysis of what aspects do students perceive as helpful and/or hindering to their learning indicated that students and teachers of the game-based online course provided more desirable, more helpful, less undesirable, and less hindering aspects for their course than the students and teachers in the non-game-based online course. As a result of the unique nature of this study, the findings provide new information for the fields of research on online learning, serious video gaming, and instructional design as well as inform instructional-designers, teachers, education stakeholders, serious video game designers, and education researchers.