Motivations and its Importance of Teaching and Learning
Motivations and its Importance of Teaching and Learning

Author: tianshan

The Impact of Extrinsic Motivation on Learning Outcomes

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On 1 August 2024

In Course Outline

Analysis of Extrinsic Motivation

Short-Term Engagement:

  • Pros: Extrinsic motivation can be very efficient in the immediate term, especially for tasks that are not naturally fun. For instance, a student could put in a lot of effort to get a high grade or to be rewarded by their parents.
  • Cons: This form of drive frequently results in shallow involvement. Students could prioritize memorization or task completion over grasping the material in depth to comply with extrinsic standards.

Dependence on Rewards:

  • Pros: Using extrinsic rewards can act as strong motivators to start engaging in learning tasks, particularly when individuals are not initially interested in the topic.
  • Cons: Relying too heavily on extrinsic rewards may lead to a situation in which people are reluctant to participate in the activity unless there is a reward offered. This may result in a decrease in long-term interest and drive once the extrinsic rewards are no longer present.

Performance Pressure:

  • Pros: Certain students are driven by the desire to succeed and receive recognition, inspiring them to aim for their highest level of achievement and push their limits.
  • Cons: This pressure can lead to emotions of uneasiness, tension, and fatigue. Students might value the outcome more than the journey of acquiring knowledge, potentially resulting in unethical behaviors such as academic dishonesty.

Impact on Creativity and Innovation:

  • Pros: Extrinsic incentives can improve productivity in well-defined tasks with specific goals in certain circumstances.
  • Cons: Extrinsic motivation often hinders creativity and innovation. When individuals are seeking a reward, they are less likely to take risks or engage in creative thinking, leading to obstacles in innovative problem-solving.

Conclusion of Extrinsic Motivation

Extrinsic motivation is crucial in fostering student involvement and achievement, particularly in activities that don’t immediately catch their attention. It successfully utilizes extrinsic benefits, like grades, praise, and tangible rewards, to motivate students to exert effort and reach particular objectives. Although extrinsic motivation may boost short-term engagement and performance, it frequently leads to surface-level learning as students prioritize obtaining rewards over comprehending the material. Relying on extrinsic rewards may decrease sustained enthusiasm and intrinsic motivation, eventually resulting in anxiety and exhaustion from excessive performance expectations.

In educational environments, extrinsic motivation can be a key factor in initiating and sustaining engagement, particularly in subjects or assignments that do not inherently capture students’ interest. However, to cultivate a thorough and enduring learning experience, it is crucial to merge extrinsic motivation with methods that fuel intrinsic motivation. Educators can help students achieve short-term goals and develop a lasting love for learning and a deeper understanding of the subject.

Readings/Videos/Podcasts

What Is Extrinsic Motivation and Does It Really Work?

Extrinsic Motivation: The Downside of Being a Goal Junkie

Extrinsic and Intrinsic Motivation

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On 1 August 2024

In Course Outline

Extrinsic Motivation is often made of external, tangible and intangible rewards such as money, trophies, grades, praise from family  friends, or social recognition (fame). Extrinsic motivation arises from the outside of the individual. Such external factors compel an individual to engage in a task even though the person does not have the enthusiasm from within to engage in the activity, but just because of the prize at stake or the reward he or she may get, or to avoid being punished for not doing it. For example, Mr. Rice, studying and reading a course material because he wants to get a good grade (grade A). The good grade becomes the driving force behind his reason for studying and reading the course material, otherwise he would not do it.

Intrinsic Motivation can be described as the driving force from within a person. With this type of motivation, an individual engages in an activity or a task purposely for the fun, enjoyment or satisfaction it brings to the person, not the motive of getting any external reward. For example, Mrs. Rice, reading and studying a course material because she finds it fascinating and the utility value she derives from it. She engages with the material not for grades or for praise from anyone.

Extrinsic Motivation Example

Scenario 1: Extrinsic Motivation

Background: John, a student in high school, is enrolled in a chemistry course for this semester. He doesn’t enjoy chemistry and struggles to understand the concepts.

Situation: John has been promised a substantial reward by his parents for excelling in chemistry. They are aware that he is setting money aside for a new gaming console, and they promise to purchase it for him if he earns an A in the course. Moreover, John is exerting a significant amount of dedication to receive acknowledgment for his academic achievements by securing a place on the honor roll at his school to enhance his college admission prospects.

Action: John is driven by the potential of the gaming console and his goal of academic success, pushing him to allocate more time to studying chemistry. After school, he attends tutoring, completes his homework meticulously, and tackles extra problems to ensure comprehension of the material. Despite his lack of passion for chemistry, his determination to earn a gaming console and achieve recognition on the honor roll drives him to put in a lot of effort.

Outcome: John’s dedication results in him earning an A in chemistry. Receiving the gaming console and being on the honor roll from his parents both make him feel satisfied and confirm the importance of his hard work. If it weren’t for those external incentives, John wouldn’t have been as driven to succeed in that particular topic.

Intrinsic Motivation Example

Scenario 2: Intrinsic Motivation

Background: Emma, who works as a graphic designer, has always had a strong love for digital art. In her spare time, she enjoys exploring different artistic methods and trying out new styles.

Situation: Emma recently stumbled upon a set of online tutorials focused on advanced illustration techniques with a new software tool. There is no professional necessity or external motivation for her to acquire knowledge of this new tool; her current position does not require it, and there are no benefits or acknowledgments associated with becoming proficient in it.

Action: Motivated by her passion for digital art and a goal to enhance her abilities, Emma enthusiastically participates in the tutorials. Every night, she dedicates hours to honing the new skills, designing artwork, and experimenting with the functions of the software. She finds great satisfaction in learning and creating art. She posts her work on social media not to receive likes or praise, but because she likes engaging with other artists and receiving feedback to enhance her skills.

Outcome: Emma’s innate drive helps her to achieve a strong level of expertise with the new software. Witnessing the enhancement of her work quality and progress brings her a deep sense of achievement and happiness. She is driven by the pleasure and satisfaction she gets from the process of learning, without seeking external rewards or acknowledgment.

Readings/Videos/Podcasts

What to know about extrinsic motivation

Intrinsic Motivation: How Internal Rewards Drive Behavior

Intrinsic and Extrinsic Motivation: Difference & Best Practices

Learning Design

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On 1 August 2024

In Course Overview

Description

Big Ideas: The learning design focuses on two primary concepts: understanding the types of motivation (extrinsic and intrinsic) and exploring the impact of motivation on learning outcomes. These concepts are foundational for comprehending how motivation influences student engagement, perseverance, and academic success.

Essential Questions and Learning Outcomes: Key questions guide the exploration of these concepts, such as how extrinsic and intrinsic motivations differ, their respective impacts on learning, and how educators can foster motivation. The learning outcomes aim to ensure that students can define motivation, distinguish between its types, reflect on their personal experiences, evaluate the impact on peer learning, and determine the most effective types of motivation.

Learning Activities: The activities are designed to be interactive and reflective, encouraging students to engage deeply with the material. They include creating comparison charts, role-playing scenarios, analyzing case studies, participating in group discussions, examining data, and designing motivation strategies. These activities cater to diverse learning styles and promote active learning.

Evidence of Learning and Assessments: Assessment methods include project reports, journals, quizzes, reflective essays, group projects, and individual reports. These varied forms of assessment allow students to demonstrate their understanding and engagement with the material in multiple ways, ensuring a comprehensive evaluation of their learning.

Rationale

Inclusivity and Engagement: The learning design incorporates Universal Design for Learning (UDL) principles to cater to diverse learners by providing multiple means of representation, action, expression, and engagement. By using a variety of activities and assessments, students can engage with the material in ways that best suit their learning preferences and strengths (CAST, 2018).

Active Learning: Research evidence suggests that students learn best when they are active participants in their learning process. This design emphasizes active learning through discussions, role-playing, and interactive projects, fostering a deeper understanding and retention of the material.

Real-World Application: Activities like case study analysis and design challenges encourage students to apply theoretical knowledge to practical scenarios, bridging the gap between theory and practice. This not only enhances their understanding but also prepares them for real-world situations where they can effectively utilize motivation strategies.

Reflective Practice: By incorporating reflective essays and group discussions, students are encouraged to think critically about their own experiences with motivation. This reflection helps them to internalize the concepts and understand how motivation impacts their academic performance and learning strategies (Schon, 1983).

Collaboration and Peer Learning: Group projects and discussions foster collaboration, allowing students to learn from each other’s experiences and perspectives. This collaborative learning environment promotes a sense of community and supports peer learning, which is crucial for developing social and communication skills.

Comprehensive Assessment: The use of varied assessment methods ensures a holistic evaluation of student learning. By including both formative (e.g., quizzes, reflective essays) and summative assessments (e.g., project reports, individual reports), the design provides ongoing feedback and measures student progress over time (Black & Wiliam, 1998).

Overall, this learning design plan aims to create an inclusive, engaging, and effective learning environment that not only enhances students’ understanding of motivation but also equips them with practical strategies to apply this knowledge in their academic and personal lives.

Learning Theory

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On 1 August 2024

In Course Overview

Constructivism

We decided to take a constructivism approach to our learning resources. Constructivism emphasizes active learning, where learners need to actively engage with the material, ask questions, and experiment. This is closely related to motivation, as active engagement in the learning process enhances intrinsic motivation. When students are actively engaged in the learning process, they are more likely to find the material interesting and relevant, which increases their motivation to learn. Constructivist approaches often involve learning activities that are relevant to students’ own lives and experiences. For example, in a case study analysis activity, students can study real-life scenarios and understand the key role of motivation in them, so that theoretical concepts can be applied to real-life situations. Constructivism promotes collaborative learning, where students work together to solve problems and construct knowledge. This collaborative learning style is very motivating because students can learn from each other, share different perspectives, and feel a sense of belonging and purpose in the team.

(What is Constructivism in Education? Piaget’s Pros & Cons, 2024)

Rationale

Constructivist approaches make learning personally relevant, which increases intrinsic motivation. When students see the connection between what they are learning and their own lives, they are more likely to remain motivated. Active, hands-on learning activities are more engaging and fun, which increases students’ intrinsic motivation to learn and can also be connected to our theme. Constructivism fits well with the theme of motivation because it fosters an active, engaging, and collaborative learning environment where students can see the relevance of their learning, take responsibility for their own progress, and support each other.

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