Investigating the effect of dual situated learning on the student's motivation toward learning considering learning styles

Decreasing of the student's motivation toward learning and student's participation in the conceptual learning are one of the most important issues in the current educational systems in the universities.
Aim: This study aimed at investigating the effect of dual situated learning on the student's motivation in comparison to the traditional instruction considering the learning styles.
The statistical population included the 48 third-year students of Payame Noor University which randomly divided into experimental and control groups. In the experimental group, dual situated learning was implemented using multimedia tools and applying synchronous and asynchronous electronic methods and in the control group, a lecture-based teaching was performed. Required data was found through completing the student's motivation toward science learning questionnaire before and after instructions and the index of learning styles questionnaire before instructions. Analysis of covariance and multivariate analysis of covariance statistical tests were applied to test the research hypothesis using the 20th edition of SPSS software.
The results showed that the dual situated learning increased student's motivation in comparison to the traditional instruction. Also, interaction between dual situated learning and active/reactive learning styles had a direct and meaningful effect on the student's motivation in comparison to the traditional instruction.