1. INCREASING INTRINSIC MOTIVATION Prepared by: Grace Jimenez

3. WHAT IS MOTIVATION?  an internal state that arouses, directs, and maintains behavior (Woolfolk 2010)  is a complex phenomenon, involving many factors that affect an individual’s choice of action and perseverance in completing tasks

4. Two Types of Motivation EXTRINSIC MOTIVATION EXTRINSIC MOTIVATION INTRINSIC MOTIVATION INTRINSIC MOTIVATION

5. EXTRINSIC MOTIVATON is when a student’s goal is outside his or herself, and not necessarily related to the task at hand (Martin 2005) is when a student’s goal is outside his or herself, and not necessarily related to the task at hand (Martin 2005)

6. when we do something in order to earn grade, avoid punishment, please the teacher, or for some other reason that has very little to do with the task itself (Woolfolk 2010) when we do something in order to earn grade, avoid punishment, please the teacher, or for some other reason that has very little to do with the task itself (Woolfolk 2010)

7. INTRINSIC MOTIVATION  we do not need incentives or punishment, because the activity itself is satisfying and rewarding (Anderman & Anderman; Deci & Ryan; Reiss as cited in Woolfolk 2010)

8.  student desires to learn the information simply because they are interested, or because they believe it will be useful to them later

9. Extrinsic Motivation involvement as a means to an end Intrinsic Motivation involvement for its own sake

10. THEORIES OF MOTIVATION Four General Approaches to Motivation Behavioral Behavioral Humanistic Humanistic Cognitive Cognitive Sociocultural Sociocultural

11. Behavioral an important reason for engaging in behavior is that reinforcement follows the action an important reason for engaging in behavior is that reinforcement follows the action an understanding of student motivation begins with a careful analysis of the incentives and rewards present in the classroom an understanding of student motivation begins with a careful analysis of the incentives and rewards present in the classroom primarily external primarily external

12. Humanistic concerned with the social and psychological needs of individuals concerned with the social and psychological needs of individuals Abraham Maslow (suggested that humans have a hierarchy of needs) Abraham Maslow (suggested that humans have a hierarchy of needs)

14. Cognitive the dominant view the dominant view our beliefs about our successes and failures affect our expectations and goals concerning future performances our beliefs about our successes and failures affect our expectations and goals concerning future performances behavior is determined by our thinking, not simply by whether we have been rewarded or punished for the behavior in the past behavior is determined by our thinking, not simply by whether we have been rewarded or punished for the behavior in the past

15. Sociocultural emphasize participation in communities of practice emphasize participation in communities of practice students are motivated to learn if they are members of the classroom or school community that values learning students are motivated to learn if they are members of the classroom or school community that values learning

16. Four Views of Motivation Woolfolk (2001). Educational Psychology BehavioralHumanisticCognitiveSociocultural source of Motivation ExtrinsicIntrinsicIntrinsicIntrinsic Important Influences Reinforcers, rewards, incentives, & punishers Need for self- esteem, self- fulfillment, & self- determination Beliefs, attributions for success and failure, expectations Engaged participation in learning communities; maintaining identity through participation in activities of group Key Theorists Skinner Maslow & Deci Weiner & Graham Lave & Wenger

17. INTRINSIC MOTIVATION AND MULTIMEDIA (Video Games)

18. Electronic gaming has been an integral part of the everyday lives of children and they devote much time to gaming activities (Provenzo& Turkle as cited in Rieber, Davis, Matzko, & Grant 2001). Electronic gaming has been an integral part of the everyday lives of children and they devote much time to gaming activities (Provenzo& Turkle as cited in Rieber, Davis, Matzko, & Grant 2001).

19. Children also spend tremendous amounts of time in school. Unfortunately, children find school work uninteresting and disconnected from their lives which result in poor motivation. Children also spend tremendous amounts of time in school. Unfortunately, children find school work uninteresting and disconnected from their lives which result in poor motivation.

20. Student motivation continues to be one of the most difficult aspects of teaching (Ames & Ruenzel as cited in Rieber et al., 2001). Student motivation continues to be one of the most difficult aspects of teaching (Ames & Ruenzel as cited in Rieber et al., 2001).

21. When choosing between two activities with the same instructional content, computer games have been found to be a favorite choice with students (Malouf as cited in Martin 2005). When choosing between two activities with the same instructional content, computer games have been found to be a favorite choice with students (Malouf as cited in Martin 2005).

22. Different types of motivational factors are found in computer games. Primarily, games offer an opportunity to grab the attention of students as an alternative learning format. Primarily, games offer an opportunity to grab the attention of students as an alternative learning format. Games shift the focus off the teacher and create a student to student learning environment that is highly participative. Games shift the focus off the teacher and create a student to student learning environment that is highly participative.

23. Two major categories of intrinsic motivations found in games: Individual challenge challenge curiosity curiosity control control fantasy fantasy

24. Interpersonal competition competition cooperation cooperation recognition recognition

25. CHALLENGE Maintaining an optimal level of difficulty in the instructional task being attempted. Maintaining an optimal level of difficulty in the instructional task being attempted. Maintaining an optimal level of challenge –not too difficult, not too simple. Maintaining an optimal level of challenge –not too difficult, not too simple.

27. CURIOSITY Simple method for improving intrinsic motivation that can be accomplished by simply including elements that will arouse the curiosity of a learner in an instructional game. Simple method for improving intrinsic motivation that can be accomplished by simply including elements that will arouse the curiosity of a learner in an instructional game.

28. CONTROL Providing users with a sense of control gives them a sense of autonomy where they feel that they are in charge of what they are constructing. Providing users with a sense of control gives them a sense of autonomy where they feel that they are in charge of what they are constructing. The number of choices available to the learner, the presence of contingency. The number of choices available to the learner, the presence of contingency.

29. FANTASY Provide a context to a learning activity where the learner can see a relevance to the topic being presented, and the relevance can further motivate the learner. Provide a context to a learning activity where the learner can see a relevance to the topic being presented, and the relevance can further motivate the learner.

30. COMPETITION One of the most obvious motivational embellishments. One of the most obvious motivational embellishments. Takes place when different individuals strive for the same goal in a situation where only one can achieve it. Takes place when different individuals strive for the same goal in a situation where only one can achieve it. Can be exogenous or endogenous Can be exogenous or endogenous

32. COOPERATION Can improve intrinsic motivation for the following reasons: Can improve intrinsic motivation for the following reasons: peer comments and ideas can spark further interest in other students peer comments and ideas can spark further interest in other students high achievement peers can provide supportive models for other students to emulate high achievement peers can provide supportive models for other students to emulate

33. peers provide a gauge for other students to measure their achievement peers provide a gauge for other students to measure their achievement when there is an obligation to a group goal, individual persistence is enhanced when there is an obligation to a group goal, individual persistence is enhanced

34. RECOGNITION OF ACCOMPLISHMENT Provides satisfaction for the learner and promotes confidence. Provides satisfaction for the learner and promotes confidence.

35. Video games in the classroom may score points with some educators and researchers, but not everyone is cheering “Introducing computers into the curriculum without proper teacher training wastes time and money and detracts from kids’ education.” Larry Cuban(Harvard University Press,2001) “Introducing computers into the curriculum without proper teacher training wastes time and money and detracts from kids’ education.” Larry Cuban(Harvard University Press,2001) “Consider the downsides before going blithely on with more and more high-tech activities that are squeezing out traditional types of low- tech activities.” Edward Miller (editor of the Tech Tonic reports ) “Consider the downsides before going blithely on with more and more high-tech activities that are squeezing out traditional types of low- tech activities.” Edward Miller (editor of the Tech Tonic reports )

36. Remember: Games are supplements, not a replacement, for good, old fashioned teaching. Games are supplements, not a replacement, for good, old fashioned teaching. “ We see this not as the only way to teach subjects like history but as part of the whole process that will include lecture, textbook reading, and paper writing. But it will greatly enrich the process of doing all those things.” Nick de Kanter of Muzzy Lane Software Video games will not take over the classroom but they will provide teachers with one more useful tool. Video games will not take over the classroom but they will provide teachers with one more useful tool. This in not something that should be thrown on unsuspecting teachers. This in not something that should be thrown on unsuspecting teachers.

37. Why should experienced teachers modify their curricula to accommodate the needs of digital learners? According to Duebel ( as cited in Simpson & Clem 2008) The use of video simulation games has great potential in the classroom. Simply put: It motivates by virtue of being fun. It motivates by virtue of being fun. It’s versatile, can be used to teach almost any subject or skill, and when used correctly, it is extremely effective. It’s versatile, can be used to teach almost any subject or skill, and when used correctly, it is extremely effective.

38. Information about commercially available simulation games can be found at the following web sites: Information about commercially available simulation games can be found at the following web sites: http://www.mediafamily.org/kidsscore/index.shtml http://www.mediafamily.org/kidsscore/index.shtml http://www.mediafamily.org/kidsscore/index.shtml http://www.teem.org.uk/ http://www.teem.org.uk/ http://www.teem.org.uk/ http://videogames.yahoo.com/ http://videogames.yahoo.com/ http://videogames.yahoo.com/ http://www.gamepro.com/ http://www.gamepro.com/ http://www.gamepro.com/