Evaluating Learning Motivation and Achievement in Ubiquitous Online Collaborative Learning among Different Nationalities

Recently, education has been going through an accelerated change in an increasingly globalized environment in various fields. The education system is another sector whose structure and style must be continuously reformed to keep up with the ever-changing learner generation and technology. Traditional classrooms have been augmented with numerous technologies, tools, and innovations to foster new teaching and learning methods. Ubiquitous learning is a pervasive and persistent environment that facilitates students’ flexible access to learning materials at any time and location. In addition, online collaborative learning has emerged as a prominent strategy, which enhances learning motivation and achievement via student interactions and shares knowledge construction. This study aims to create a new learning approach called ubiquitous online collaborative learning environment, which combines the advantages of ubiquitous learning with online collaborative learning, and then evaluate the effect of this new learning approach on the learning motivation and achievement of different nationality students. The investigation was conducted on 36 Thai and 23 international students enrolled in system analysis and design courses who participated in the new learning approach. According to the study's findings, there was a statistically significant difference between Thai and international students regarding learning achievement and motivation. However, there was no statistically significant difference between students with high and low motivation levels regarding academic achievement.