internal state or condition that activates behavior and gives it direction desire or want that energizes and directs goal-oriented behavior influence of needs and desires on the intensity and direction of behavior accounts for ~35% of variance in learning

Theoretical Perspectives Behavioral (S --> R) Social –Modeling –Vicarious learning –Cooperative learning Cognitive –Cognitive dissonance –Attribution theory (next) Maslow Humanist Theory (next)

Attribution Theory LocusStability Controllability + + = MOTIVATION internal vs. external stable vs. unstable controllable vs. uncontrollable

Factors affect motivation Curiosity Instructor expectations Self-efficacy Anxiety

Designing for motivation 1. Must separate knowledge from motivation 2. Keller’s ARCS model (later) Example: Think of 2 motivation problems: 1. A personal problem 2. Another person or group’s problem

Identify type of problem Given a goal: –Know how, where, when? –Can figure it out on own? No: have a knowledge problem –Information, job aids, training Yes: motivation problem: 1. Commitment/persistence 2. Mental effort

1. Commitment problems Are you: Avoiding goal, task, decision? Procrastinating? Distracted by less important goals?

2. Mental Effort problem Are you? Making mistakes when do not lack knowledge or ability? Blaming someone else? Taking too much responsibility?

Mental Effort problem Self-efficacy influences ME: Low High Low High ME Self-efficacy or confidence

Solutions Are your motivation problems: Commitment problems? Mental Effort problems? Solutions?

Solutions to Commitment problems Increase agency Change mood by altering environment Change instructor style Modify goals (concrete, current and challenging)

Solutions to Mental Effort problems Over confident people –Show current way will fail, show novelty, focus feedback on goal Under confident people –Break goal into small tasks, focus feedback on goal

Designing for Motivation Keller’s ARCS model Attention SatisfactionConfidence Relevance