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“ Intrinsic Motivation and the Process of Learning: Beneficial Effects of Contextualization, Personalization, and the Choice ” Diana I. Cordova and Mark R. Lepper Journal of Educational Psychology 1996, Vol. 88, No. 4, 715-730 Presented by: Youngmee Choi. Goals.

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Goals

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  1. “Intrinsic Motivation and the Process of Learning: Beneficial Effects of Contextualization, Personalization, and the Choice”Diana I. Cordova and Mark R. LepperJournal of Educational Psychology 1996, Vol. 88, No. 4, 715-730Presented by: Youngmee Choi

  2. Goals • Issue-recognizing coach + motivational enhancements environment • Explore effects of different motivational enhancements to an educational game • Contextualization, Personlization, Choice • Measure impact on student: • Learning • Intrinsic motivation: Direct & relative enjoyment • Longer term motivation: Self-competence & aspiration for future challenge • Task involvement

  3. Experimental Method • Participants: • 4th & 5th graders 70 students • 5 Conditions: • No Fantasy control, Generic Fantasy-No Choice, Generic Fantasy-Choice, Personalized Fantasy-No Choice, Personalized Fantasy-Choice • Procedure(5 sessions): • Pre-test, Interest questionnaire, Play “Space Quest” or “Math Game”, Play “Treasure Hunt” or “Math Game”, Post-test

  4. Achieving Fantasy Effects • Two fantasies: • “Space Quest” & “Treasure Hunt” • Changes: • Start page included title & relevant icons • Prologue: Intro characters & mission • Game board changes: “Intergalactic trail” from “Earth” to “Planet Ektar”

  5. Achieving Personalization Effects • Use interest questionnaire from day 1 • Change in prologue • It’s [child’s bday], 1044. …your crew [3 friends]… necessary supplies [3 favorite foods & toys] … Commander [nickname] • Use child’s name for various events: • Each turn: “Commander Peter’s turn” • Landing on intergalactic tunnel, on Earth • Landing on Space Station • “You landed on the space station, Commander Peter. You are now resupplied with[child’s 3 favorite foods]

  6. Achieving Student Choice effects • Students make the following choices: • Select the icon to represent them • Name their space vehicle • Select icon for alien (opponent) • Name their opponent • Select starting point for the two shortcuts on board

  7. Conclusion • Motivational enhancements can have a dramatic effect • Not only on motivation, but also on learning • Contextualizing, personalizing, & choice all provided enhancement • Possible with minimal modifications • General principle • Maximize match between motivating activity & actions relevant to learning

  8. Future Works • How could we make use of such results in cognitive tutors? • Fantasy --> Context problem • Survey students interests • Incorporate in problems • Feedback

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