The Impact of Enactive Exploration on Intrinsic Motivation, Strategy, and Performance in Electronic Search

2000 ◽  
Vol 49 (2) ◽  
pp. 263-283 ◽  
Author(s):  
Robert Wood ◽  
Bastiaan Kakebeeke ◽  
Shelda Debowski ◽  
Michael Frese
2017 ◽  
Vol 28 (2) ◽  
pp. 725-745 ◽  
Author(s):  
K. Fransen ◽  
F. Boen ◽  
M. Vansteenkiste ◽  
N. Mertens ◽  
G. Vande Broek

2015 ◽  
Vol 117 (10) ◽  
pp. 1-28 ◽  
Author(s):  
Beth A. Hennessey

Background Extrinsic incentives and constraints, such as the promise of a reward or the expectation of an evaluation, have long been used by educators to motivate students. Previous research has consistently found that expected reward consistently undermines intrinsic task motivation and creativity of products and performance in students of all ages. For a majority of learners, the promise of a reward made contingent on engagement in an open-ended task frequently serves to undermine intrinsic task motivation and qualitative aspects of performance, including creativity. Purpose The implications of these experimental findings for education in the U.S. and around the world are immense. Teachers contemplating the use of reward incentives must avoid them in situations where creativity is at stake. This article explores whether the motivational and performance processes triggered by the promise of a reward are a universal phenomenon or whether they are, at least in part, culturally-dependent. Research Design Five parallel studies in five separate nations focused on elementary school students who had been randomly assigned to experimental (constraint) and control (no constraint) conditions. The complexities of the relation between task motivation and performance outcomes are reviewed and cross-cultural implications are explored. Conclusions While there is no consensus on the impact of extrinsic constraints across cultures, there is no evidence to suggest that intrinsic motivation is anything but a powerful and positive driving force for students of all ages and backgrounds—teachers are best advised to work to increase the intrinsic motivation and creativity of their students on a case-by-case basis until we understand more.


Author(s):  
Alexandra B. Proaps ◽  
Shelby K. Long ◽  
Molly Liechty ◽  
James P. Bliss

This study is part of an ongoing investigation into the ways in which individual differences may interact with game characteristics to impact performance and subjective trust outcomes within virtual environments. In this study, researchers investigated the impact of team leader agency on trust and performance. Forty college students were told they were working alongside a computer-programmed team leader or a human team leader who provided instructions for twelve tasks in a first-person shooter game, Arma 3™. Results indicate that team leader agency may not impact subjective trust using this type of experimental manipulation, but that intrinsic motivation is related to trust outcomes. Results also indicate differences in the number of times participants reviewed the team leader’s task instructions as a function of agency. Implications for future research include measuring trust behaviorally and investigating whether game-based intrinsic motivation may mediate the relation between trust and performance.


2016 ◽  
Vol 15 (4) ◽  
pp. 168-173 ◽  
Author(s):  
Liaquat Lal

Purpose This paper aims to explore the impact on workplace performance and employee development of economic, technological, demographic and socio-political drivers, the consequential shift in job role design from an algorithmic to a heuristic model, and the importance of adopting management approaches that enhance intrinsic motivation, creativity and innovation. Design/methodology/approach The paper reviews findings from research into intrinsic motivation, Neuroleadership (including circumstances that trigger neurological responses in the limbic system in response to the threat of social pain) and the work of the psychologist, Mihaly Csikszentmihalyi, to explore possible approaches to performance leadership that reflect insights from neurology into the actions and reactions of the human brain. Findings The article proposes a classification of employees that reflects their location on two axes: the development challenge faced and pressure experienced in doing so. In the case of three (out of a total of four) classifications where performance may prove to be either unsatisfactory or unsustainable, management strategies, styles and approaches to improve individual and organisational performance and employee engagement are suggested. Originality/value As the nature of both work and the workforce evolve, management approaches that focus on inspiring rather than controlling performance will be of greater organisational benefit. By acknowledging these paradigm shifts and drawing on recently learning about human brain function, revised approaches to people management and performance leadership can help organisations to optimise performance and build and maintain workplace environments in which creativity and innovation are more likely to flourish.


2020 ◽  
pp. 073563312095206
Author(s):  
Jiaqi Yin ◽  
Tiong-Thye Goh ◽  
Bing Yang ◽  
Yang Xiaobin

This study investigated the impact of a chatbot-based micro-learning system on students’ learning motivation and performance. A quasi-experiment was conducted with 99 first-year students taking part in a basic computer course on number system conversion. The students were assigned to a traditional learning group or a chatbot-based micro-learning group. After the experiment, both groups achieved a comparable performance, suggesting that students are sufficiently competent to learn independently in the chatbot-based learning environment without the need for continuous face-to-face delivery. Moreover, students in the chatbot learning group attained significantly higher intrinsic motivation than the traditional learning group with perceived choice and perceived value as core predictors of intrinsic motivation. Further analysis with the Johnson-Neyman procedure revealed differences on interaction between the perceived choice and the learning environments. For students with a high initial perceived choice (>=5.1), chatbot-based learning further enhances their post choice motivation whereas for students with a low initial perceived choice (<=3.0), the traditional classroom is more suitable to enhance their post choice motivation. The implications of the findings can help instructors to incorporate chatbot-based learning in the classroom.


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