Ambrose, 2007, Chapter 3: “What Factors Motivate Students to Learn?”

• Motivation -> towards a goal
  • Subjective: values of the goals
  • Expectancies: what do you expect out of it

• Goals
  • Multiple goals are usually in operation simultaneously
    • Conflicting, simultaneous, and even synergic goals – potentially reinforcing
  • Performance goals
    • “Performance goals involve protecting a desired self-image and projecting a positive reputation and public persona”
    • Two kinds
      • Performance-approach goals: focus on attaining competence
      • Performance-avoidant goals: focus on avoiding incompetence
  • Learning goals
    • Produce deeper understanding
  • Work-avoidant goals
    • Finish as fast as possible with minimum effort possible
  • Affective goals
  • Social goals
• Values
  • Attainment value
    • Pleasure of getting there, making it to the next level
  • Intrinsic value / motivation
    • Do it for the sake of doing it
  • Instrumental value
    • Extrinsic rewards
• Expectancies
  • Outcome expectancies
    • Positive or negative expectation of outcome
  • Efficacy expectancies
    • Belief of own’s capability of reaching the expected outcome
  • Students attribution to success
    • More likely to succeed when
      • Internal causes (talents, ability)
      • Controllable (effort, persistence)
    • Less likely to succeed when
      • External causes (easy task)
      • Uncontrollable causes (luck)
• Context / environment
  • Supportive environment + values + efficacy expectancies
    • “Thus, our framework for understanding motivation suggests that if a goal is valued and expectancies for success are positive and the environment is perceived to be supportive, motivation will be highest.”

• Strategies
  • Establish Value
    • Connect material to student’s interests
    • Provide authentic, real world tasks
    • Show relevance to student’s current academic lives
    • Demonstrate the relevance of higher-level skills
    • Identify and reward what you value
    • Show your own passion and enthusiasm about the discipline
  • Positive Expectancies
    • Ensure alignment of objectives, assessments, and instructional strategies
    • Proper level of challenge
    • Early success opportunities
    • Articulate expectations
    • Provide rubrics
    • Targeted feedback
    • Be fair
    • Educate students about the ways we explain success and failure
    • Describe effective strategies
    • Provide flexibility and control
    • Give students an opportunity to reflect

BJ Fogg, 2009, “A Behavior Model for Persuasive Design”

• The Fogg Behavior Model (FBM)
  • For a person to perform a target behavior they must:
    • Be sufficiently motivated
    • Have the ability to perform the behavior
    • Be triggered to perform the behavior

• Core Motivators
  • Pleasure / Pain
  • Hope / Fear
  • Social Acceptance  / Rejection
• Elements of Simplicity
  • Time
  • Money
  • Physical effort
  • Brain cycles
  • Social deviance
  • Non-routine
• Trigger types
  • Spark as a trigger
  • Facilitator as a trigger
  • Signal as a trigger

BJ Fogg, 2009, “The Behavior Grid: 35 Ways Behavior Can Change”

• Behavior Grid
  • How to study and design persuasive technologies
  • Horizontal axis
    • Types of behavior change
  • Vertical axis
    • Schedule