Motivation+in+Classroom+Software

= Motivation in Classroom Software = = By: Diana Jacobson =

**Motivation**
 1. the reason or reasons one has for acting or behaving in a particular way.  2. the general desire or willingness of someone to do something.

**Summary of Literature:**
 There are many theories explaining or describing motivation and how to strengthen it within a student.  A few theories are: Malone's Motivation Theory and Keller's ARCS.

**Malone's Motivation Theory:**
 There are three factors that originally made up Malone's theory; they were **curiosity**, **challenge** and **fantasy**.

**Curiosity:**
 There are two different curiosities; **sensory** and **<span style="color: #a4a6f9; font-family: 'Courier New',Courier,monospace;">cognitive .** <span style="font-family: 'Courier New',Courier,monospace;"><span style="color: #a4a6f9; font-family: 'Courier New',Courier,monospace;">**Sensory Curiosity** - aroused by visual or auditory effects that are surprising or attract attention <span style="font-family: 'Courier New',Courier,monospace;"><span style="color: #a4a6f9; font-family: 'Courier New',Courier,monospace;">**Cognitive Curiosity** - aroused by information that conflicts with the learner's existing knowledge or expectation, is contradictory, or insome way <span style="font-family: 'Courier New',Courier,monospace;"> incomplete

<span style="color: #f113a7; font-family: 'Courier New',Courier,monospace;">**Challenge:**
<span style="font-family: 'Courier New',Courier,monospace;"> The challenge should be individualized for each student in order for them to be challenged enough to want to keep learning. The challenge should increase as the learner increases their performance. There should be "uncertain outcomes" in order to extend the challenge further. There should also be challenging goals created before the lesson begins.

<span style="color: #f113a7; font-family: 'Courier New',Courier,monospace;">**Fantasy:**
<span style="font-family: 'Courier New',Courier,monospace;"> By allowing students to imagine themselves in a situation where the information they are learning is valuable to them allows the learner to see the value of the lesson as well increasing their effort and involvement in the lesson. <span style="font-family: 'Courier New',Courier,monospace;">

<span style="font-family: 'Courier New',Courier,monospace;"> At a later point, Malone added <span style="color: #f113a7; font-family: 'Courier New',Courier,monospace;">**learner control** to his factors.

<span style="color: #f113a7; font-family: 'Courier New',Courier,monospace;">**Learner Control:**
<span style="font-family: 'Courier New',Courier,monospace;"> There are three rules that are involved. They are <span style="color: #a4a6f9; font-family: 'Courier New',Courier,monospace;">**contingency**, <span style="color: #a4a6f9; font-family: 'Courier New',Courier,monospace;">**choice** and <span style="color: #a4a6f9; font-family: 'Courier New',Courier,monospace;">**power**.

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<span style="font-family: 'Courier New',Courier,monospace;"><span style="color: #a4a6f9; font-family: 'Courier New',Courier,monospace;">**Contingency:** the lesson should be a result of the learner's response or action. ======

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<span style="font-family: 'Courier New',Courier,monospace;"><span style="color: #a4a6f9; font-family: 'Courier New',Courier,monospace;">**Choice:** the learner should be able to choose the sequence of the lesson as well ====== <span style="font-family: 'Courier New',Courier,monospace;"> as the difficulty.

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<span style="font-family: 'Courier New',Courier,monospace;"><span style="color: #a4a6f9; font-family: 'Courier New',Courier,monospace;">**Power:** a very motivating belief especially when the effects of the learners ====== <span style="font-family: 'Courier New',Courier,monospace;"> decisions have "powerful effects."

<span style="font-family: 'Courier New',Courier,monospace;"> Along with the four factors in Malone's theory, there was also the idea of <span style="color: #f113a7; font-family: 'Courier New',Courier,monospace;">**intrinsic** versus <span style="color: #f113a7; font-family: 'Courier New',Courier,monospace;">**extrinsic** motivators.

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<span style="font-family: 'Courier New',Courier,monospace;"><span style="color: #f113a7; font-family: 'Courier New',Courier,monospace;">**Intrinsic** - when the motivation comes from within; when the learner wants to learn ====== <span style="font-family: 'Courier New',Courier,monospace;"> because it is "fun."

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<span style="font-family: 'Courier New',Courier,monospace;"><span style="color: #f113a7; font-family: 'Courier New',Courier,monospace;">**Extrinsic** - when the motivation comes from external factors, such as payment for going ====== <span style="font-family: 'Courier New',Courier,monospace;"> to school. It becomes about the reward instead of the instruction.

<span style="color: #099f09; font-family: 'Courier New',Courier,monospace;">**Keller's ARCS Motivation Theory:**
<span style="font-family: 'Courier New',Courier,monospace;"> John Keller's main point of view was "the instructional designer must be proficient at motivation design as well as instructional strategy and content design" (Alessi & Trollip, 2001, p. 26). There are four "design considerations for creating motivating instruction" they are: <span style="color: #099f09; font-family: 'Courier New',Courier,monospace;">**attention**, <span style="color: #099f09; font-family: 'Courier New',Courier,monospace;">**relevance** , <span style="color: #099f09; font-family: 'Courier New',Courier,monospace;">**confidence** and <span style="color: #099f09; font-family: 'Courier New',Courier,monospace;">**satisfaction**.

<span style="color: #099f09; font-family: 'Courier New',Courier,monospace;">**Attention:**
<span style="font-family: 'Courier New',Courier,monospace;"> It must be captured at the beginning and held throughout the lesson. This can be done using a variety of content as well as a variety of pictures/videos/animations/etc.

<span style="color: #099f09; font-family: 'Courier New',Courier,monospace;">**Re****levance:**
<span style="font-family: 'Courier New',Courier,monospace;">Allowing the learners to see that what they are learning is useful to them and their lives.

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<span style="font-family: 'Courier New',Courier,monospace;"><span style="color: #099f09; font-family: 'Courier New',Courier,monospace;">**Confidence:** ====== <span style="font-family: 'Courier New',Courier,monospace;"> There are three exercises that will increase confidence - <span style="font-family: 'Courier New',Courier,monospace;">**1.** making expectations for the learning clear to the learner <span style="font-family: 'Courier New',Courier,monospace;">**2.** providing reasonable opportunities to be successful in the lesson <span style="font-family: 'Courier New',Courier,monospace;">**3.** giving the learner personal control. (Alessi & Trollip, p. 27)

<span style="color: #099f09; font-family: 'Courier New',Courier,monospace;">**Satisfaction:**
<span style="font-family: 'Courier New',Courier,monospace;"> Satisfaction will increase by: <span style="font-family: 'Courier New',Courier,monospace;">**-** Providing positive consequences following progress <span style="font-family: 'Courier New',Courier,monospace;">**-** Giving encouragement during times of difficulty <span style="font-family: 'Courier New',Courier,monospace;">**-** Being fair: - fairness comes from consistency.

**<span style="color: #1414ad; font-family: 'Courier New',Courier,monospace;">Summary of Literature Continued... **
<span style="font-family: 'Courier New',Courier,monospace;">In a study conducted by Yong-chil Yang (1996) he observed two groups using either learner control or program control. The group who was in the program control group scored higher on the post test than the learner control group. However, there was no significant difference between the two groups in regards to Keller's ARCS. Both groups were satisfied by the program more than they were confident about it.

<span style="font-family: 'Courier New',Courier,monospace;">Chan Lin (2009), administered a study using Keller's ARCS to develop a web-based lesson. He used the motivational model as well as cooperative learning activities as well as using a task-oriented approach. They assessed the students learning and motivation discovering that the students found this innovative learning approach fun and rewarding.

<span style="color: #1414ad; font-family: 'Courier New',Courier,monospace;">**Resources:**
<span style="font-family: 'Courier New',Courier,monospace;">~ http://www.arcsmodel.com/home.htm >Official website of John Keller and his theory of the ARCS model. <span style="font-family: 'Courier New',Courier,monospace;">~ http://education.calumet.purdue.edu/vockell/edPsybook/Edpsy5/edpsy5_intrinsic.htm >Website that explains Malone's Motivational Theory. <span style="font-family: 'Courier New',Courier,monospace;">~ Alessi, Stephen M., & Trollip, Stanley R. (2001). //Multimedia for learning methods and devlopment.// Needham Heights, MA: A Person Education Company. <span style="font-family: 'Courier New',Courier,monospace;">~ ChanLin, L. (2009). Applying motivation analysis in a web-based course. //Innovations in Education and Teaching International, 46// (1), 91-103. <span style="font-family: 'Courier New',Courier,monospace;">~ Yang, Yong-chil, & Chin, We-kyo. (1996). Motivational analysis on the effects of type of instructional control on learning from computer based instruction. //Journal of Educational Technology Systems, 25// (1), 25-35.