1. Motivating Students through Competition
Maddy Halbach, PhD, NBCT

2. Motivation
Motivations eight forces are gregariousness, autonomy, status, inquisitiveness, aggression, power, recognition, and affiliation. (Lavoie, 2007)
Intrinsic vs. extrinsic motivation
Pink (2009) too much value on extrinsic motivators -- money, praise, and grades and too little value on intrinsic motivation.
Its different for the 21st century
Three drivers that shape human behavior – Safety, reward and punishment, intrinsic motivation – autonomy, mastery, and purpose.

3. Enhancing Motivation
Malone and Lepper (1987) “motivation can be enhanced through challenge, curiosity, control, recognition, competition and cooperation”
Learning that is fun appears to be more effective (Lepper & Cordova, 1992).
Offers “Play” - mix of physical, social, emotional, and intellectual rewards at all stages of life (Eberle, 2014 p.217)
“Play is self-chosen and self-directed; play is an activity in which means are more valued than ends; play has structure, or rules, which are not dictated by physical necessity but emanate from the minds of the players; play is imaginative, non-literal, mentally removed in some way from ‘real’ or ‘serious’ life; and play involves an active, alert, but non-stressed frame of mind.” (Grey, 2008)

4. Competition and Games
Quinn (1994) states that for games to benefit educational practice and learning, they need to combine fun elements with aspects of instructional design that include motivational, learning and interactive components.
Competition can enhance learning.
Provided it offers a challenge, control/self-determination, and curiosity.
Game theory suggests that in a competition, players or agents participate in strategic interactions to produce outcomes or decisions whereby one player gains a relative advantage in a zero- sum, rational world (Ross 2010).

5. Public Speaking Learning communication skills
Public speaking or debate can be considered play.
It represents a form of high-level, intellectual play that involves critical thinking, skillful speaking, and a thorough knowledge of subject matter. The marriage of these skills produces a form of play that offers participants and observers an experience some consider thrilling, others believe daunting, but all think of as fun. (Bartanen and Littlefield, 2015).

6. H & R Block Budgeting Challenge
Scholarships
Compete nationally
Individually challenging
Evokes Curiosity
Independent thoughts and applied skills

7. Geni Revolution Individually challenging Team creation and cooperation
In class competition
Appling skill set
Promotes discussion

8. Stock Market Game Compete nationally Individually challenging
Evokes Curiosity
Independent thoughts and applied skills
Team creation and cooperation
In class competition
Promotes discussion

9. Personal Finance Challenge
Opportunity for students to work with a mentor from the financial industry
Compete for team placement
Compete at state and national levels
Prizes
Promotes - autonomy, mastery, and purpose

10. Econ Low Down
Economic online program from the St. Louis Federal Reserve.
21st Century learning skills - autonomy, mastery, and purpose

11. References
Eberle, Scott G “The Elements of Play: Toward a Philosophy and a Definition of Play.” American Journal of Play 6:214–33.
Gray, Peter. “The Value of Play I: The Definition of Play Gives Insights,” Freedom to Learn (blog), Psychology Today, November 19, /blog/freedom-learn/200811/the-vakue-play-i-the-definition-play-gives-insights.
Lavoie, R. (2007). The motivation breakthrough: Six secrets to turning on the tuned-out child. Beaverton, OR: Touchstone Press.
Lepper, M.R.,& Cordova, D.I.(1992). A desire to be taught: Instructional consequences of intrinsic motivation. Motivation & Emotion, 16, 187–208.
Malone, T.W., & Lepper, M.R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning, and instruction: III. Conative and affective process analyses(pp.223– 253). Hillsdale, NJ: Erlbaum. Lombardi California State University Northridge
Pink, D. H. (2009). Dan Pink on the surprising science of motivation. pink on motivation.html (accessed February 1, 2011).
Pink, D. H. (2009). Drive: The surprising truth about what motivates us. New York: Riverhead Hardcover.
Quinn,C.N.(1994).Designing educational computer games. In K. Beattie, C. McNaught, & S. Wills (Eds.), Interactive multimedia in university education: Designing for change in teaching and learning (pp. 45–57). Amsterdam, The Netherland: Elsevier.
Ross, Don “Game Theory.” In The Stanford Encyclopedia of Philosophy. Stanford Center for the Study of Language and Information, 2010–. Accessed October 28,