Motivation slides from Workshop at DevLearn 2012

2. John Keller’s
ARCS Model of Motivation

3. Attention
• What keeps your
attention during
a game?

4. Attention
Variability Change of tone, movement,
media, and environment,
new challenges. Going from
one level to the next.
Concreteness Use visual images,
anecdotes and biographies.
Conflict An adversary, an obstacle to
overcome. A challenge that
faces the player.

5. Attention
Humor Include humor within the
game (need to be careful).
Discovery What is over here? What if I
try this?
Participation Actively doing something
that makes a difference
within the game space.
Social aspects of games.

6. Consider using
the “En Media
Res” technique

7. Level One: Talking with the receptionist.

8. Level Two: Talking with the nurse gatekeeper.

9. Level Three: Talking with the physician.

10. Most games have challenges
that serve to gain the learner’s
attention. Starting with a
challenge encourages action
and curiosity.
Jones, B., Valdez, G., Norakowski, J., & Rasmussen, C. (1994). Designing learning and technology for educational reform. North
Jones, B., Valdez, G., Norakowski, J., & Rasmussen, C. (1994). Designing learning and technology for educational reform. North
Central Regional Educational Laboratory. [Online]. Available: http://www.ncrtec.org/capacity/profile/profwww.htm and
Central Regional Educational Laboratory. [Online]. Available: http://www.ncrtec.org/capacity/profile/profwww.htm and
Schlechty, P. C. (1997). Inventing better schools: An action plan for educational reform. San Francisco, CA: Jossey-Bass
Schlechty, P. C. (1997). Inventing better schools: An action plan for educational reform. San Francisco, CA: Jossey-Bass

11. • How are you going to gain
and maintain the ATTENTION
of the learner?

12. Relevance
• When does the a
game or learning
event seem relevant to
the learner?

13. Relevance
Experience Show how new learning is
related to prior knowledge
and related to learner
interests.
Present Worth Explain the current value of
the instruction.
Future Use Relate information to future
goals and activities.

14. Relevance
Modeling Show how the actions in the
game model real-life
actions.
Choice Allow learners to make
relevant choices throughout
the game.

15. What are some specific
RELEVANCE activities or content
you can add to keep your training
motivating for the learner?

16. Confidence
What makes a
person feel
confident when
they are playing
a game?

17. Success helps
Success helps
people feel
people feel
confident.
confident.

18. Scaffolding: Process of controlling
the task elements that initially are
beyond the learner’s capacity.
Guided Practice. Step-by-step
instructions and then fading of
instruction
Having different entry points into a learning module
provides players with the confidence that they can
enter the learning and be successful.

19. Risk Taking– Good video games lower the consequences of
failure; players can start from the Last saved game when they
fail.
In fact, in a game, failure is a good thing. Players actually use
failure as way of finding out information with the game.
James Paul Gee, University of Wisconsin-Madison

20. Confidence
Learning Inform players of the goals,
Requirements objectives, and requirements
of the game.
Difficulty Sequence information and
action in the order of
increasing difficulty at a
reasonable pace.

21. Confidence
Expectations Provide a preview of what is
in store for the player so they
can have realistic
expectations.
Attributions Help player attribute their
success to the amount of
effort they spend. This can
translate as coins, points or
rewards.

22. What are some specific
CONFIDENCE activities or
content you can add to keep
your training motivating for the
learner?

23. Satisfaction
When do you feel
satisfied with the a
game or learning
event?

24. Simulation/games build more confidence for
on the job application of learned knowledge
than classroom instruction.
20% higher
confidence
levels.
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based
simulation games. Personnel Psychology .Review of 65 studies. Chapter 4 “The Gamification of Learning and
Instruction.”

25. Satisfaction
Positive Outcomes Winning, receiving
constructive feedback,
praise, and personal
attention.
Realistic Setting Successfully using skills in a
realistic setting.
Overcoming When an obstacle is
Obstacles overcome, please feel
satisfaction.

26. What are some specific
SATISFATION activities or
content you can add to your
instruction to keep the training
motivating for the learner?

27. John Keller’s
ARCS Model of Motivation

28. Summary of ARCS Model
Attention Relevance Confidence Satisfaction
 Variability  Experience  Learning  Positive
 Concreteness  Present Worth Requirements Outcomes
 Conflict  Future Use  Difficulty  Realistic Setting
 Humor  Modeling  Expectations  Overcoming
 Inquiry  Choice  Attributions Obstacles
 Participation Risk Taking

29. Flow State

30. What Builds Flow?
- Achievable Task
- Concentration
- Clear Goals
- Feedback
- Effortless Involvement
- Control Over Actions
- Concern for Self Disappears
- Loss of Sense of Time

31. Two Types of Motivation
Intrinsic Extrinsic

32. Intrinsic and extrinsic motivation can be viewed
as two largely mutually independent constructs
rather than the opposite ends of a single
dimension.
Research indicates that in the classroom intrinsic
and extrinsic motivation do coexist.

33. Extrinsic Motivation
• External motivations that encourage people to
continue an activity even when they are not
internally motivated
– Extrinsic motivation is least likely to work when
the external rewards are functionally superfluous
(not needed to engage the learner) and not
informative about the student’s level of ability or
knowledge level regarding the task

34. Badges, Points , Awards and Leaderboards are all
Extrinsic Motivators …
Extrinsic Motivators work best when paired with
intrinsic motivation…

35. Pressing a button and watching a bar progress has
no intrinsic value and leads to little motivation.

36. On the other hand, having a progress bar here led
to 20% increase in profile completions.

37. In games like Super Mario Brothers, coins are
collected and players are rewarded for
having a large number of coins. This is
extrinsic motivation which keeps players
playing to get more coins.

38. Use coins, points and rewards to provide feedback
on performance, updates on progress and level of
correctness.

39. Intrinsic Motivation
• Internal motivation elements are what keeps
the players interest for the longest time.
Tapping into the underlying intrinsic
motivation engages the player and keeps
them returning to the game.

40. Games like The Sims tap into the
intrinsic motivation most people have
regarding desired career paths.
Rewards for high performance
appears to strengthen the perception
of freedom of action

41. Self-Determination Theory
• Self-Determination Theory
– Autonomy
– Competence
– Relatedness

42. Autonomy or Producers– Players are producers, not just
consumers, they are “writers” not just “readers.” Even at its
simplest level, players co-design games by the action they take
and decision they make.
James Paul Gee, University of Wisconsin-Madison

43. Competence or Pleasantly Frustrating– Good games stay
within, but at the outer edge, of the players “regime of
competence” (diSessa, 2000) Challenges in a game are
challenging but feel “doable.”
This is motivational. (Confidence from the ARCS model of
motivation.)
James Paul Gee, University of Wisconsin-Madison
diSessa, A. A. Changing Minds: Computers, Learning and Literatcy. Cambridge, Mass.: MIT Press, 2000.

44. Performance before Competence– Good video games operate
by a principle just the reverse of Most training modules:
performance before competence (Cazden, 1981).
Players can perform before they are competent, supported by the
design of the game. It is learning by doing.
James Paul Gee, University of Wisconsin-Madison

45. Relatedness– This is experienced when a person feels
connected to others. It can either be in real-time or related to
players who have played before through such items as a
leaderboard or artifacts left by other players.

46. Malone’s Theory of Intrinsically
Motivating Instruction
Challenge Fantasy Curiosity

47. Fantasy– There are both cognitive and emotional reasons for
evoking fantasy. Cognitively a fantasy can help a learner apply
old knowledge to understand new things and help them
remember the content. Emotionally, a person can connect with
the experiences and not bring with it “real-world” concerns or
fears.

48. Curiosity– Game environments can evoke a learner’s curiosity
by providing an optimal level of informational complexity and a
novel and exciting game space. Cognitive curiosity is evoked by
making learners believe their knowledge structures are
inconsistent or incomplete. Provide surprising and constructive
feedback.

49. Instructional Design Principles for
Intrinsic Motivation
• Challenge
• Curiosity
• Control
• Fantasy
• Cooperation
• Competition
• Recognition

50. The Sims combines:
Autonomy (Control), Competence, Relatedness
(cooperation, Completion and Recognition) with
Fantasy, Challenge, (Contexualization) and Curiosity.

51. Summary
• ARCS Model (Attention, Relevance, Confidence
Satisfaction)
• Intrinsic/Extrinsic Motivation
• Self Determination Theory
• Malone’s Theory of Intrinsically Motivating
Instruction
• Instructional Design Principles for Intrinsic
Motivation