Creating an intrinsic-motivation-driven course design method

2013 ◽  
Author(s):  
Geoffrey L. Herman ◽  
Kathryn Trenshaw ◽  
David E. Goldberg ◽  
Jonathan Stolk ◽  
Mark Somerville
Keyword(s):  
Intrinsic Motivation ◽  
Course Design ◽  
Design Method

Science to practice: Does gamification enhance intrinsic motivation?

2022 ◽  
pp. 146978742110668
Author(s):  
Matthew Jones ◽  
Jedediah E Blanton ◽  
Rachel E Williams
Keyword(s):  
Intrinsic Motivation ◽  
Online Survey ◽  
Course Design ◽  
Design Method ◽  
Empirical Support ◽  
Self Determination Theory ◽  
Locus Of Causality ◽  
Course Work ◽  
Zero Points ◽  
Anxiety Questionnaire

Self-determination theory (SDT) has empirical support in understanding and enhancing motivation in a variety of contexts, including education settings. Niemac and Ryan have highlighted that using SDT in course design can lead to stronger fulfilment of an internal locus of causality regarding course work. One course design method anchored in SDT is gameful learning—structuring tasks that support intrinsic motivation, primarily increasing autonomy over learning. A gamified classroom (GC) may offer more assignments and points than minimally necessary for students to earn a passing mark, allowing students choice in which projects to pursue. Further research is needed to examine the degree to which students’ motivations differ between a GC and a non-gamified classroom (NGC). The purpose of the current study was to determine if students in a GC were more intrinsically motivated than students in NGC. Students were enrolled in an undergraduate kinesiology course using a GC design ( n = 24) or NGC design ( n = 26) and completed an online survey – derived from the intrinsic motivation inventory and the test anxiety questionnaire—at the beginning and end of the semester. In the GC, students started with zero points, and were offered multiple assignments with scaffolded difficulty to reach their desired grade. The NGC used a traditional 100% grade range, with only required assignments and exams, and students lost points for inadequate or inaccurate responses. Following analyses, it was revealed that students in the GC had higher perceptions of autonomy and competence than students in the NGC. Where these differences exist over time, along with differences in other subscales, will be discussed further. Educators seeking to enhance student motivation and engagement may therefore look to gamification as an appropriate methodology.

The Impacts of Societal Context on Student Motivation and Engagement

2013 ◽  
Vol 1532 ◽  
Author(s):  
Jonathan D. Stolk
Keyword(s):  
Critical Thinking ◽  
Intrinsic Motivation ◽  
Student Motivation ◽  
Course Design ◽  
Materials Science ◽  
Task Value ◽  
Engineering Studies ◽  
Societal Context ◽  
Motivation And Engagement ◽  
Integrated Project

ABSTRACTPromoting a sense of societal connectedness is critical in today’s engineering educational environment. The NAE’s Grand Challenges for Engineering point to broad human concerns — sustainability, health, vulnerability, and joy of living — and human connectivity as the future of engineering problem solving. Engineering studies, however, are often presented in a completely decontextualized manner, with an emphasis on technical content that is free of any human meaning. As a result, students may have difficulty identifying either personal or societal value in their learning tasks. Through their course design, instructors can help students situate themselves and their engineering learning experiences within the larger human system. Studying technologies and technological development within the broader societal context may, in turn, offer significant benefits to student motivation and engagement in learning. In this paper, we report findings from a three-year investigation of the effects of disciplinary integration on student motivation and learning engagement in introductory materials science courses. The quantitative results show that integrating materials science with humanities provides for increased student motivation and cognitive engagement in learning. Compared to students in non-integrated project-based courses, students in integrated project-based courses show higher intrinsic motivation and task value. In addition to these motivational gains, students in the integrated materials science-history course report significantly higher use of critical thinking strategies in their project work, indicating that an emphasis on societal context may help students cognitively engage in their engineering studies. Our findings also indicate that women in the integrated materials-history course report higher intrinsic motivation, task value, self-efficacy, and critical thinking strategy use compared to women in the non-integrated materials course. Overall, our research suggests that putting human contexts at the center of engineering learning can help students build a sense of societal relatedness that promotes better learning.

scholarly journals Learning-Centered Teaching And Backward Course Design From Transferring Knowledge To Teaching Skills

2013 ◽  
Vol 9 (4) ◽  
pp. 329-338 ◽  
Author(s):  
Nitza Davidovitch
Keyword(s):  
Learning Outcomes ◽  
Course Design ◽  
Design Method ◽  
Teaching Skills ◽  
Learning Centered ◽  
The Status ◽  
Academic Courses ◽  
Academic Faculty ◽  
Paradigmatic Change

The article shall focus on the design of academic courses from a learning-centered approach, with an emphasis on the formulation of learning outcomes. Planning a course from a learning-centered approach helps create a dialogue between the academic faculty and students and creates congruence between learning outcomes (course goals) and instruction methods and assessment goals. The purpose of the article is to present the need for paradigmatic change and for a transition from planning content-centered courses to planning learning-centered courses. The need for paradigmatic change stems from technological transformations and from the status of knowledge as belonging to everyone. The article presents the significance of expressing learning outcomes in writing and the advantages and challenges of formulating learning aims. The article shall present a case study of a course in the "backward design" method that is consistent with the learning-centered paradigm. The challenges formed by this method will be discussed as well.

scholarly journals A framework for self-determination in massive open online courses: Design for autonomy, competence, and relatedness

2018 ◽  
Vol 34 (2) ◽  
Author(s):  
Neil Martin ◽  
Nick Kelly ◽  
Peter Terry
Keyword(s):  
Intrinsic Motivation ◽  
Course Design ◽  
Online Courses ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Sport Performance ◽  
Basic Psychological Needs ◽  
Massive Open Online Courses ◽  
Self Determination ◽  
Massive Open Online

In this paper, we propose a framework for the design of massive open online courses (MOOCs) based upon the principles of self-determination theory, which posits a relationship between intrinsic motivation and the basic psychological need for autonomy, competence, and relatedness. We also report the results of design-based research that evaluates the application of the framework to a MOOC titled “Elite Sport Performance: Psychological Perspectives”. Satisfying basic psychological needs is theorised as central to course design in order to foster intrinsic motivation, optimise engagement, and improve the retention of course participants. We chronicle the design, implementation, and evaluation of the course, providing examples of support features and learning activities. The course was offered over a period of four months, receiving more than 1000 registrations from across the world. Engagement measures, completion indices, and intrinsic motivation scores are reported as well as sample testimonies from learners. Results offer preliminary evidence that a design framework incorporating self-determination theory has utility in the development of MOOCs that successfully engage learners.

scholarly journals Function first or form first—a comparison of two design methods for undergraduate basic course

2020 ◽  
Vol 189 ◽  
pp. 03038
Author(s):  
Xie Guanyi ◽  
Duan Huifang
Keyword(s):  
Interior Design ◽  
Architectural Design ◽  
Course Design ◽  
Design Method ◽  
Design Methods ◽  
Formal Logic ◽  
Form And Function ◽  
Functional Logic ◽  
High Level ◽  
And Function

Talking about form and function in the architecture, two major traditions in design are always inevitable. They are two methods of architectural design: the first one is used by Beaux-Art system which takes form and order as the core; the second one is of Bauhuas system which focuses on function. Architecture is closely related to the interior, so are there also two design methods in the field of interior design? Through analysis of interior design textbooks in different academies, it was found that most existing design methods are based on function. Function-based design methods have a series of operable standard methods for function, but also have the problem of high level of functional logic and low level of formal logic. Does interior design also have a design approach starting from form and order and unifying function logic and formal logic? By transplanting the “kit-of-parts approach” in architectural design into interior design, applying the two design methods in undergraduate course of environmental design and comparing the two course design results, it was verified in this paper which design method is easier to balance form and function in basic design course.

scholarly journals Applying Affordances Scale as a Design Method – Case Virtual Reality Course Design

2021 ◽  
Author(s):  
Jani Holopainen ◽  
Antti Lähtevänoja ◽  
Niclas Sandström ◽  
Anne Nevgi ◽  
Osmo Mattila ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Course Design ◽  
Design Method

Flipping the Classroom in Teacher Education: Implications for Motivation and Learning

2017 ◽  
Vol 70 (5) ◽  
pp. 410-422 ◽  
Author(s):  
Mike Yough ◽  
Hillary E. Merzdorf ◽  
Heather N. Fedesco ◽  
Hyun Jin Cho
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Learning Outcomes ◽  
Course Design ◽  
Design Method ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Grade Point ◽  
Quasi Experimental ◽  
Method Of Instruction

In teacher education, it is imperative that course design, method of instruction, and classroom procedures align with the content. One way to achieve this may be to “flip” the classroom. While flipped classrooms have received considerable attention in recent years, much remains unknown about their effect on basic psychological needs or learning outcomes of preservice teachers. The purpose of the present study was to address this gap by utilizing a quasi-experimental design to examine differences in motivation and objective learning outcomes after controlling for socioeconomic status (SES) and grade point average (GPA) between traditional and flipped sections of a foundational educational course ( N = 263). Results revealed that preservice teachers in the traditional section had significantly higher scores on two of the motivation outcomes (e.g., intrinsic and identified regulation), but that preservice teachers in the flipped sections had significantly higher scores on several indices of objective learning outcomes. Implications for teacher education are discussed.

scholarly journals Evaluating fandom: Using blogging and a grade contract to promote fan labor in the classroom

2021 ◽  
Vol 35 ◽  
Author(s):  
Dominic J. Ashby
Keyword(s):  
Intrinsic Motivation ◽  
Student Learning ◽  
Extrinsic Motivation ◽  
Course Design ◽  
Assessment Model ◽  
Fan Studies ◽  
Learning Engagement ◽  
Fan Behavior ◽  
Student Reactions ◽  
The Relationship

Grade contracts offer a way to transform the relationship between labor and assessment in classrooms. By turning attention from evaluations of quality to labor completed, grade contracts make space for students to shift from a grade-driven extrinsic motivation to an interest-driven intrinsic motivation for completing coursework. Such an assessment model is well suited for fan studies classes where instructors ask students to engage in fan behavior. I share how I built an upper-division course about anime and anime fandom centered around a student-authored, publicly viewable blog. I discuss the synergy between the blogging project and a grade contract that enhanced student learning, engagement, and enjoyment. I also share my course design philosophy, approach to blogging, and student reactions to the grade contract.

Game-Inspired Design

2015 ◽  
Vol 13 (1) ◽  
pp. 44-70 ◽  
Author(s):  
Stephen J. Aguilar ◽  
Caitlin Holman ◽  
Barry J. Fishman
Keyword(s):  
Learning Environment ◽  
Research And Development ◽  
Intrinsic Motivation ◽  
Research Study ◽  
Course Design ◽  
Promising Practices ◽  
Student Autonomy ◽  
Assessment Systems ◽  
Core Elements

This paper describes research and development around two gameful courses that reimagined their assessment systems to better support student autonomy and promote engagement. We present results from an ongoing classroom-based research study that signals the success of these designs and, in so doing, explore key elements of what we call gameful design: the process of redesigning core elements of a learning environment to better support intrinsic motivation. We describe this process and discuss a set of promising practices for the design of gameful courses. Results from three studies indicate that gameful course design is positively related to students working harder and feeling more in control of their class performance.

Sign in / Sign up

Export Citation Format

Share Document