A Literature Study Regarding the Definition, Subtypes, and Role of Utility Value Perceived by Learners in Learning Situations

Purpose: As the perceived utility value among learners in educational settings varies widely, research on diverse types of utility value has been conducted in a disorganized manner with various criteria. In this study the definition, subtypes, and roles of utility value were examined, and necessary research problems were suggested for the future. Methods: The definitions related to utility value defined in various theories and studies were summarized theoretically. Next, by reviewing the detailed types of utility value, the subtypes of utility value in the learning situation of adolescents were summarized. Finally, the role of utility value was summarized based on previous studies. Results: The concept similar to the utility value in the expectancy-value theory includes instrumentality in future time perspective theory and identified regulation in self-determination theory and relatedness in interest theory. In this study, the concept of utility value from four theories was concretized. The specific types of utility value were categorized according to life domains, goal timepoint, performancecontingency, instrumentality, achievement goals, and the subject involved. The variables examining the relationship with useful value are mainly composed of motivation, achievement, and behavior. Conclusion: Utility value can be further divided into subtypes based on critiria such as purpose or domain of usefullness. Additionally, these subtypes of utility value may exhibit distinctive characteristics. Therefore, this study suggests that future research should distinguish and measure each subtype, and investigate how students' learning varies according to the different subtypes of utility value.