Investing in learning requires motivational skills. According to Park, in Motivation Theories and Instruction Design, motivation requires character, organization and inclination to have the ability to immerse oneself, with endurance and resolution, in an assignment, or occupation (2018). One must be motivated to learn something new, or they will not succeed.
Past educators used tactics such as rewards and punishments for students to be motivated. More recently (30 years), researchers have found students to be more readily motivated by social cognitive theories that enhance their interest to learn through advanced instructional design (Park, 2018). According to the expectancy value theory, a student feels motivated by how well they expect to do. In other words, if they think they will do well, they will engage in the project and complete the task in a timely manner; yet, if they lack confidence, they will not be inclined to try hard. This theory also relies on ‘task-value’ whether students feel the content is valuable or not. Therefore, ’perceived competence’ and how much students’ value the content being taught, will affect their overall motivation. The self-efficiency theory is very similar: if a student thinks he/she is proficient enough to manage an assignment, they are more likely to accomplish it successfully.
Photo of reward (i.e. scholarship or trophy) to motivate —— Photo by Giorgio Trovato on Unsplash
Keller’s Arcs Model, meanwhile, outlines four motivational designs that can be used to help students become proficient, and learn something they enjoy. To avoid burn out, apathy or boredom, an educator must keep students actively engaged in their course material by clever design and motivational tactics. Teachers must 1) keep student’s attention (creative design/arousal), 2) be relevant (know the target’s learning style and interests) , 3) create confidence for successful learning requirements and 4) satisfy accomplishments(support their learning environment to reach their goals).
According to Park, setting goals, whether academic or social, is also a key process to motivation. There are basic goals (what one wants to attain), performance goals (to achieve leadership/influence/excellence) and mastery goals (to enhance skills and knowledge) (2018). The degree of which goal level is selected, will also affect how much motivation one will obtain to be devoted to their task.
References:
Park, S. (2018). Motivation Theories and Instructional Design. Foundations of Learning and Instructional Design Technology: Historical Roots and Current Trends.Trends.https://edtechbooks.org/lidtfoundations/motivation_theories_and_instructional_design