Kiilli (2005) argued that although video games improve learning, they do not aid learning. As you mentioned game based learning demonstrated more intrinsic motivation. The way forward with education does appar to be to focus on engagement over reward (Deci, 1971). The argument you have put forward here is consistent with the majority of the literature (Deci, Koestner & Ryan, 2001). The effects of computer games on primary school students’ achievement and motivation in geography learning.
Tüzün, H.Yılmaz-Soylu, M. Karakus, T. Inal, Y. The social contexts of internalization: Parent and teacher influences on autonomy, motivation and learning. Learning and Individual Difference, 13, (3). (2001) College student intrinsic and/or extrinsic motivation and learning. Journal of Experimental Psychology, 40 pp. Learning motivated by a manipulation drive. (1964) Problem solving: Response competition and influence of drive. The ‘what’ and ‘why’ of goal pursuits: Human needs and the self-determination of behavior. So for optimal motivation of students to study, they should be moderately extrinsically motivated, highly intrinsically motivated and teachers and parents should facilitate these motivations through interesting and enjoyable teaching methods and environments rather than ‘dangling carrots’ to get students to perform well.ĭeci, E. This is due to the idea that intrinsic motivation for learning can only be created and achieved when the student gets a feeling of enjoyment from the task and is interested, if the teaching fails to create the enjoyment and be interested then they fail to get self-satisfaction and intrinsic motivation is not shown.īut what can be done to increase intrinsic motivations? Tüzün et al (2008) found that students participating in the game based learning environment showed an increase in intrinsic motivations so maybe this could be implemented to increase intrinsic motivations of students. Moreover, Ryan & Stiller (1991) found intrinsic motivation can be facilitated or hindered by teachers or even parents. This suggests that extrinsic motivation is best in moderation and only if coupled with intrinsic motivation. However, they also found that individuals rated as moderately extrinsically motivated and highly intrinsically motivated had better grades than just those intrinsically motivated.
So if extrinsic motivations (such as rewards) actually impair judgement then surely we should not be focused on trying to extrinsically motivate students to learn with dangling carrots as rewards (grades), but focus on intrinsic motivation and the enjoyment of tasks and creating self-satisfaction from learning to improve performance.įurther supporting this idea Lina, McKeachieb and Kimc (2001) found that high levels of intrinsic motivation were found to positively correlate with grades. Further, Glucksbergs (1964) research into the effects of drive on rewards found individuals were slower at ‘the candle problem’ if they were given incentives to complete the task, showing incentives impaired judgement (For more information on the candle problem, see Pinks (2009) video on motivation found Here). So which is better to get students to learn, intrinsic motivation or extrinsic motivation?ĭespite popular belief that rewards increase performance, Harlow, Harlow and Meyer (1950) actually found incentives of food and water disrupted performance for rhesus Monkeys, and did not facilitate learning. However, extrinsic motivation is based on external rewards such as money or grades, or there is social pressure (Deci and Ryan, 2000).
Intrinsic motivation is based on motivation from within, such as a feeling of enjoyment, interest or self-satisfaction from completing a task. There are two commonly accepted types of motivation, intrinsic and extrinsic. But what is motivation? It is the process which creates, directs and sustains behaviours usually because of short term or long term goals. Usually it’s when we need to do a task we don’t want to, such as starting that dreaded assignment or that pile of washing that needs doing. There are times when you may have thought (or said out loud), ‘I’ve lost motivation’ or, ‘I need some motivation’. This week, I’m going to look further into the area of engaging learners, but this week I will explain the process of motivation in learning and discuss and evaluate different motivations of students and how these motivations can affect grades. Last week’s blog I discussed the area of student-centred learning to promote learning environments that students can show creativity and be engaged in the learning process.