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Curiouser and Curiouser! Mystery Boxes and Intrinsic Motivation, Samantha Clarke


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This talk will explain how to develop intrinsic motivation using both epistemic and perceptual curiosity as motivational drivers. We will look at how curiosity plays a part in personal engagement, motivation and memory retention and how this can be fostered using mysterious package experiences combined with narrative, theatrics, puzzle solving and a whole host of interesting stimuli for the use of learning acquisition and behaviour change. Uncover several mysterious packages and play as you learn how this method was adapted into a University study to encourage deeper learning in a post-graduate class. The results are… curious.

Published in: Leadership & Management
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Curiouser and Curiouser! Mystery Boxes and Intrinsic Motivation, Samantha Clarke

  1. 1. Curiosity didn’t kill the cat… It motivated it! Samantha Clarke Disruptive Media Learning Lab, Coventry University @credit_continue email:
  2. 2. Curiosity is a motivator for learning, influential in decision-making, and crucial for healthy development. Celeste Kidd & Benjamin Y. Hayden Image:
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  5. 5. The Meaningful Feedback “For me it’s given me more confidence about actually going into that world of work. Because if you’d have just given us a piece of paper with some data on and said “here’s your work go and do it”, I wouldn’t have felt like I was doing something applicable to the industry as much as “oh we have an athlete, we have all this information about them, we can see them training, we can see them doing all these things.” It’s given me more confidence to go out and do that in the world of work rather than just having numbers on a piece of paper.” (Student 3, Group A). “It’s like we’ve been saying, I feel like it added that real life element to it and you feel like you’re progressing as you would in real…like when we come out of university we want to go work in this field, we know what we’re going to do when we get into a situation like this, because we’ve had real data and a real athlete and a real experience.” “So good, it’s applied, it’s real-life, you can very easily have that in real-life when you’ve got to look at someone’s data, analyse them, give them feedback.” “I think it made the coursework look a bit more interesting when you receive the packages, everyone was sort of like “what on earth is this?” and then you open it and like “what is going on? So, it was an interesting element to the coursework” (Student 1, Group A)
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  7. 7. Thank you. Image: