Lucas M. Jeno is an Associate Professor in University Pedagogy at the University of Bergen. Jeno researches how motivation is facilitated, and how motivation in turn impacts learning, dropout, and psychological well-being.
Jeno´s interest in motivation has been ongoing since his undergraduate thesis, and his interest and approach has been elaborated and grown convergently. Jeno started conducting research on how teachers motivational styles impact student motivation and learning (BSc and MSc theses), and on to investigating antecedent factors contributing to students´ autonomous motivation (PhD thesis), technologies role in motivation and learning (Postdoc project), and the role of instructors motivation and learning methods and student psychological wellness and learning processes (current line of resarch).
Jeno is Principle Investigator for the DIKU project "MOVUL: Mobile based learning as assessment", where the goal is the develop and test a mobile-based assessment tool for biology students. Jeno is also a Project Partner in one DIKU project and one NFR project, where his role is to apply motivational principles and statistical techniques to investigate student motivation and learning.
Forthcoming projects: With international collaborators, we are investigating how WhatsApp can reduce anxiety in learning foreign language. With a large group of international scholars, we are developing a taxonomy for motivational techniques to enhance students´ motivation. With my PhD candidate, we are investigating how motivation and well-being fluctuates within a teaching session using diary methods, and how teaching sessions can be created to be more relevant to increase interest and motivation. With my Master of Science candidate, we are investigating the effects of different technologies on students´ motivation and learning. I have been asked to write two book chapters: 1) on motivation in higher education, and 2) on motivation and technology. Finally, a narrative literature review that will be submitted soon integrates the field of mobile learning from a motivational perspectice. This study I anticipate will guide the field of mobile learning in years to come due to the scope of the study, and its novel approach.
I have in total 13 popular scientific chronicles and interviews in the media. In these, I have disseminated issues related to: learning and motivation in higher education, educational development, study techniques for students during the pandemic (https://www.vaergodmotdegselv.no/en/study-techniques), and how to po perform before exams.
I have also employed my competence in statistics and learning to evaluate and improve the Norwegian national student evaluation questionnaire, and have been invited by the Norwegian Agency for Quality Assurance in Education to present my suggestions and recommendations (https://www.nokut.no/arrangementer/hoyere-utdanning/studiebarometeret--seminar/).
Finally, on social media (Twitter), I disseminate research, methods, and project-relevant information for an ongoing project (@ArtsApp1) and my own research (@lucas_jeno).
I teach various courses in University Pedagogy that I have developed or co-developed. These courses includes:
- Small group teaching
- University pedagogy for PhD-candidates
- Team-Based Learning
- Introduction to University Pedagogy
- Student motivation
I offer supervision for students in education, motivation and learing, using quantitative and qualitative methods. Look below for previous and current students I am supervising:
PhD-supervision (*Main supervisor)
Marius Ole Johansen* 2018-
Oddfrid T. Kårstad Førland 2019-
Master of Science supervision (*Main supervisor):
Brigt Roar Skeie* 2022-2024
Kjetil Grotle Rundereim* 2021-2022 in the project "ArtsApp"
Sara Madeleine Kristensen* 2016-2017 in the project "Paths to dropout"
I offer workshops in use of active learning and technology to support learning in teaching, and on motivaiton.
- (2022). Using WhatsApp increases language students' self-motivation and achievement, and decreases learning anxiety: A self-determination theory approach. Journal of Computer Assisted Learning.
- (2022). A qualitative investigation of psychological need-satisfying experiences of a mobile-learning application: A Self-Determination Theory approach. Computers & Education Open (CAEO).
- (2021). The Within-Person Effect of Psychological Distress on Social Self-Efficacy: A Random Intercept Cross-Lagged Panel Model . Journal of Research on Adolescence.
- (2021). Testing the METUX Model in Higher Education: Interface and Task Need–Satisfaction Predict Engagement, Learning, and Well-Being. Frontiers in Psychology.
- (2021). Motivational Determinants of Students’ Academic Functioning: The Role of Autonomy-support, Autonomous Motivation, and Perceived Competence. Scandinavian Journal of Educational Research. 1-19.
- (2020). The effects of a goal-framing and need-supportive app on undergraduates´ intentions, effort, and achievement in mobile science learning. Computers & Education. 1-14.
- (2020). Gender gaps in the performance of Norwegian biology students: the roles of test anxiety and science confidence. International Journal of STEM Education. 1-10.
- (2019). Are Autonomously Motivated University Instructors More Autonomy-Supportive Teachers? International Journal for the Scholarship of Teaching & Learning. 1-14.
- (2018). The effects of m-learning on motivation, achievement and well-being: A Self-Determination Theory approach. British Journal of Educational Technology (BJET). 1-15.
- (2018). Testing the novelty effect of an m-learning tool on internalization and achievement: A Self-Determination Theory approach. Computers & Education. 398-413.
- (2018). A prospective investigation of students’ academic achievement and dropout in higher education: a Self-Determination Theory approach. Educational Psychology. 1163-1184.
- (2017). The relative effect of team-based learning on motivation and learning: a self-determination theory perspective. CBE - Life Sciences Education. 1-12.
- (2017). The effect of a mobile-application tool on biology students' motivation and achievement in species identification: A Self- Determination Theory perspective. Computers & Education. 1-12.
- (2014). A self-determination theory perspective on autonomy support, autonomous self-regulation, and perceived school performance. Reflecting Education. 1-20.
- (2014). A motivational model of autonomy-support, autonomous motivation, and perceived school performance: A self-determination theory perspective. Reflecting Education. 1-20.
- (2016). bioCEED Survey 2015. 1. 1. .
- (2022). Pedagogy for group work.
- (2022). Gruppelederopplæring: Undervisning og tilbakemelding.
- (2021). Videreutvikling av Studiebarometeret.
- (2020). Studentaktiv læring - hva, hvordan, hvorfor.
- (2018). Using Self-Determination Theory (SDT) to inform professional development, understand why active learning works, and forster the Scholarship of Teaching and Learning (SoTL).
- (2018). Team-Basert Læring.
- (2018). Active learning.
- (2017). Hvordan bruke teknologi i undervisningen for å motivere og lære.
- (2017). Digital resources in teaching activities.
- (2017). Developing the bioCEED Survey 2015.
- (2016). Utdanningskvalitet i biologikurs - Fra underviserkultur til læringskultur.
- (2016). Hvilken effekter har teknologi på studentenes læring og motivasjon?
- (2022). Fluctuation of autonomy and functioning within a teaching lesson: An Experience-Sampling Method approach.
- (2019). Perceived novelty is not enough: the effect of need-support in m-learning on internalization and achievement.
- (2018). How mobile learning can support student motivation and achievement.
- (2018). A Self-Determination Theory approach to understanding the motivational dynamics of Team-Based Learning.
- (2017). The effects of technology on learning.
- (2017). Strategies for documenting the implementation of active learning in the Department of Biology.
- (2017). Hvordan teknologi kan bidra til aktiv læring.
- (2017). Hvordan teknologi bidrar til biologistudenters motivasjon og læring.
- (2015). Shift from teacher-centered to student-centered learning. Bottom-up and top-down changes in an institution.
- (2015). ArtsApp – et verktøy for enklere artsidentifikasjon.
- (2022). Effekten av digitale identifiseringsverktøy på videregående elevers motivasjon og læring ved artsidentifisering: Et selvbestemmelsesteoretisk perspektiv. 1.
- (2013). En motivasjonsmodell av autonomistøtte, autonom motivasjon og oppfattet skoleprestasjoner: Et self-determination theory perspektiv.
- (2020). Vi vil ha full revolusjon: Studiebarometeret 2.0! Khrono.no.
- (2020). Relevans, lissom? Khrono.no.
- (2019). Hvis klimakonkurransen skal fungere, er det noen ting man bør tenke på. Khrono.no.
- (2017). God undervisning kommer ikke fra hjertet. Studvest.
- (2017). Belønning og økt status kan gi bedre forelesere. Forskning.no.
- (2016). Vi bør gjøre noe med undervisningen. Bergens Tidende.
- (2016). Mer enn forelesninger. Forskerforum. 39-39.
- (2016). Hvordan lese til eksamen? Klassekampen. 18-19.
- (2016). Hvordan du faktisk presterer under press. Studvest.
- (2015). Vanskelig å komme i gang? Motivasjonstips til deg som er student . Studvest.
- (2018). The antecedents and consequences of students´ autonomous motivation. The relation between need-support, motivation, and academic achievement.
- (2022). Mobilteknologien som gjør gresset grønnere for studentene.
- (2021). Mistet motivasjonen? Her er ekspertens beste tips.
- (2016). Søk hjelp så fort du kan.
- (2016). Hvordan forberede seg til eksamen.
- (2020). Webinar om Studiebarometeret – videreutvikling.
- (2016). NOKUT-frokostmøte. Rom for mer læring?
- (2018). The motivational dynamics of Team-Based Learning .
- (2017). Gender gaps in Norwegian students: Confidence, self-efficacy, motivation and participation.
- (2016). The effect of a mobile-application tool on intrinsic motivation, perceived competence and achievement.
- (2015). Why higher education should encourage learner-centered education.
- (2013). Why autonomy-support and self-determined motivation is important for school.
- (2015). Encouraging Active Learning in Higher Education: A Self-Determination Theory Perspective. International Journal of Technology and Inclusive Education (IJTIE). 716-721.
- (2022). Studenter ble motivert til å lære av en app. https://forskning.no/.
I collaborate and manage several projects. See below for an overview of current and past projects:
DEVELOP: Developing evidence-based mentoring for better STEM work placements. DIKU funded with 4 688 362 NOK. Project number: ARB-2021/10151 (Project period: 2022-2025). Role: Project Partner
bioCEED: Centre of Excellence in Biology Education. NOKUT/DIKU funded with 4 000 000 NOK a year (2014-2024). Role: Project Partner
ArtsApp: How technology impacts motivation and interest for learning species. Norwegian research council funded with 8 000 000 NOK. Project number: 275681 (Project period: 2018-2022). Role: Project Partner
MOVUL: Mobile based learning as assessment. DIKU funded with 550 000 NOK. Project number DIG-2020/10014 (Project period: 2020-2022). Role: Principal Investigator