The document discusses different paradigms and theories of motivation including: 1) Behaviorist views which focus on external rewards and punishments versus cognitive views which include internal cognition and drives. 2) Objectivist views aim to provide motivation externally versus constructivist views that motivation is internal and personal. 3) Sources of motivation include curiosity, variety, imagination, choice, relevance and goal setting. 4) Self-efficacy theory examines how beliefs about capabilities influence motivation.

1. Motivation INTC 5110 Fall 2010

2. Paradigms and Motivation Behaviorist view Rewards, reinforcements and punishments Cognitive Processing Internal cognition due to extrinsic rewards and consequences Can also be intrinsic – cognition based on internal drives

3. Paradigms and Motivation Objectivist view Find the motivation and provide it to the learner Constructivist view Each person has their own motivations based on meaning they associate Social Learning Contextual and cultural influences on what is valued and strength of motivation

4. Sources of Motivation Curiosity Variance of instruction Imagination/Fantasy Problems Choice Relevance

5. Goal Setting Set by Individual and/or Instructor? Explicit Better than General Increase in Difficulty Proximal (close & quick) over Distal (distant) Performance vs. Learning Motive Matching - aligned with learner motives

6. Self-Efficacy (Bandura) Learner Beliefs about themselves Difficulty of Task Performance accomplishments (past success) Vicarious experience (successful model) Verbal persuasion (convinced of capability) Physiological states (gut feeling) Outcome of Task Personal value of achieving goal/task

7. Consequences Natural consequences (learning more=doing more) Positive consequences (rewards) Intrinsic motivation vs. extrinsic Attribution Theory We have a need to attribute cause to successes and failures Search for understanding of success/failure Internal vs. External Stable vs. Unstable Controllable vs. Uncontrollable

8. Keller ARCS Model Here is one of the original publications of the model A resource is at http://ide.ed.psu.edu/idde/ARCS.htm Another resource: http://www.ericdigests.org/1998-1/motivation.htm

9. Keller ARCS Model A ttention Arousing and sustaining curiosity and interest R elevance Link to learners' needs, interests, and motives C onfidence Positive expectation for successful achievement S atisfaction Provide extrinsic and intrinsic reinforcement for effort

10. ARCS Strategies Use unexpected and novel approaches Use engaging problems Vary presentation styles Relate to personal goals Build on previous positive experiences Build expectation via goals/objectives Allow for immediate use of learning

11. ARCS Design Process Analyze audience and create a profile Define motivational objectives Design motivational strategy Try and revise

12. Conclusion Many takes on motivation Very difficult to quantify and measure Changing variables Internal process Important as a first step in almost all learning