Linguistic Markers of Motivation in Pakistani Higher Education: A Mixed-Methods Psycholinguistic Study of Intrinsic and Extrinsic Orientation

2025-08-18T12:06:53+08:00

This mixed-methods study explores the intrinsic and extrinsic motivations of undergraduate students in a public-sector university in Karachi, Pakistan. Grounded in Self-Determination Theory (SDT), this study investigates the influence of internal and external motivational factors on student engagement and academic performance. Quantitative data were collected from 120 students using validated scales that measured intrinsic motivation, extrinsic motivation, and belief in motivation, with GPA serving as an indicator of academic performance. Qualitative data were gathered through semi-structured interviews with 20 students and analysed using Braun and Clarke's six-phase thematic analysis. Three major motivational patterns emerged: intrinsic, extrinsic, and mixed/conflicted motivation. Students driven by intrinsic factors emphasised autonomy, mastery, and curiosity. In contrast, extrinsically motivated students revealed pressures from family, fear of failure, and a desire for rewards. A third group demonstrated mixed motivation, torn between personal interest and social expectations — a dynamic shaped by Pakistan's collectivist educational culture. Cronbach's alpha results showed high reliability for all measurement scales (α > .85). Integration of linguistic cues in the qualitative data further revealed distinct language patterns used by each motivational group. The study's findings have implications for higher education policy, suggesting that motivation-enhancing interventions must be culturally informed and student-centred. Emphasising autonomy and reducing externally imposed pressure may improve long-term academic outcomes.

Based on XR-Extended Reality Technology, Construct a Classroom Teaching System for Basic Education

2025-09-15T16:22:17+08:00

The arrival of the 5G era has strengthened the relationship between information technology and teaching. In the future, human interaction will shift from two-dimensional to three-dimensional forms with more spatial dimensions. 3D visual interaction tends to integrate technologies such as virtual reality (VR), augmented reality (AR), and mixed reality (MR), presenting a new form of augmented reality (XR). Based on XR extended reality technology and focusing on "extension (X)", this research constructs a visual classroom teaching reform system of "Internet plus education". By utilizing the immersive, interactive, and generative features of XR augmented reality technology, virtual holographic scenes with 3D naked eye effects are integrated into real classroom scenes, achieving real-time transmission of information such as images, text, videos, and language, thus realizing the "expansion" of spatial interaction, human-computer interaction, and sensory interaction. By overlaying rich scenes with "X", it is beneficial to provide diverse situational forms and form personalized and visual teaching modes. In teaching, it mainly includes three forms: expanding the radiation range of classroom teaching, overlapping the spatial environment of classroom teaching, and constructing a visual classroom teaching system.

International Educational Research

Linguistic Markers of Motivation in Pakistani Higher Education: A Mixed-Methods Psycholinguistic Study of Intrinsic and Extrinsic Orientation

Based on XR-Extended Reality Technology, Construct a Classroom Teaching System for Basic Education