Why do instructional designers pay more attention to
motivational and volitional factors now than in the past?
Separate studies into learning and motivation seem to
have been around since Freud’s psychoanalytic theories in the early 20th
Century. There were Skinner’s behaviourism and Maslow’s ‘hierarchy of needs’ in
the 1950s. In the 1960’s and 1970’s, Bandura,
Bruner, Piaget, Vygotsky and Gagne were theorising about cognitivism. In 1979 Keller published an article called
“Motivation and Instructional Design: A theoretical Perspective” which drew
together the theories of instructional design and motivation (Keller &
Deimann, 2012, p.84). According to Keller and Deimann (2012, p.84) there “has
been a steady growth of interest in this topic”. Keller (2008) also points out
that “technology-assisted learning systems are being developed at ever
increasing rates”.
Technology
has changed in the last 30 years with the introduction of computers in the
1980s, the World Wide Web in the 1990s and the explosion of social media in the
early 21st century. These have all impacted on the methods used in
learning. There are more options for learning than the traditional classroom
concept. Since learners are increasingly self-directed, instructional designers
need to understand motivational and volitional factors so they can incorporate
techniques and strategies in the learning packages to keep the students focused
and working on their learning. The new technologies also create more
opportunities for learning objects to be more inspirational and motivating,
which should mean the learners are more likely to work towards their learning
goals.
References
Keller, J.M. 2008 First principles of motivation to learn
and e3-learning Distance Education
Vol. 29, No. 2, 175–185. (Abstract online retrieved 20
July 2013)
Keller, J.M. & Deimann, M. 2012 Motivation, Volition
and Performance in R. Reiser & J. Dempsey (eds) Trends and Issues in
Instructional Design and Technology. (3rd ed) New Jersey:Merrill. pp 84-91.
Further reading:
Edgar,
Don W. 2012 Learning
Theories and Historical Events Affecting Instructional Design in Education:
Recitation Literacy Toward Extraction Literacy Practices. Sage (online
retrieved 20 July 2013)
What are some of the points from the reading that have
either changed or confirmed your views about motivation in learners?
The categories
in the ARCS model provide a good description of why someone may want to learn.
Learners certainly begin with a need to know something, (Attention). They must
also want to act on that need (Relevance) and believe they will succeed, (Confidence).
This belief in success may be internal, but could also be a result of external
factors such as encouragement from others. The corollary to this belief in
success is that when a student is not confident they will not necessarily put
in much effort. I have seen students work extremely hard to master some
concepts, whilst saying they didn’t believe they would ever understand. The
need to know is more motivating than the belief in success. Satisfaction is
also a good motivator. When a student realises they can achieve something, they
are willing to put in some effort to continue to succeed.
References
Keller,
J. 2008 An Integrative
Theory of Motivation, Volition and Performance. Technology, Instruction,Cognition and Learning, Vol 6. 79-104.
What do game designers know about motivation?
In the TED talk, McGonigal
(2010) describes the feelings of an “epic win”. This is the feeling of success
in achieving something that may have seemed unachievable. She says using games
makes people feel better. She also refers to gamers having a desire to
immediately tackle an obstacle. In her interview with Zetter (2010) McGonigal
describes how game creators use emotional and storytelling strategies to keep
the gamers’ interest. McGonigal (Zetter, 2010) claims that 62% of executives
play games to feel more productive. Apparently getting instant results in a
game creates a sense of “blissful productivity”. According to Conrad and
Donaldson (2004, p.94) games are motivating learning methods because
participants can get involved and make decisions. They claim “instruction
through the act of involvement is the goal of effective simulation”.
I have observed that
intense concentration when people play games. I have been there myself, when I
think “I’ll just reach this target and then do something else”. However there
often appears some other challenge that needs to be achieved before the initial
goal can be reached. There seems to be more than just an escape from reality.
Problems can always be solved, and characters can have second chances if
something doesn’t quite work out. The gamer also has control over a lot more in
a fantasy world than the real world. Having control, and a more likely chance
of success, seem to me to be the motivation behind people playing games. Game
designers know this and employ the tactics of being challenging, letting users
make decisions and be part of a big picture.
McGonigal (2010) also
refers to the collaboration and social aspects of the success of gaming. These
could also be very useful features to incorporate into learning material.
Students do not have to feel isolated. This is important, not as a motivating
attribute, but what I consider something to stop people from losing motivation.
References
Conrad, R. &
Donaldson, J.A. 2004 Engaging the online learner: resources for creative
instruction. Jossey-Bass. (online. Retrieved 22 July 2013)
McGonigal, J. 2010 Gaming
can make a better world. TED talk.
Zetter, K. (2010) TED
2010: Reality Is Broken. Game Designers Must Fix It. Wired (online
retrieved 21 July 2013)
http://www.wired.com/business/2010/02/jane-mcgonigal/
No comments:
Post a Comment