Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice
Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice
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DOI：
10.1037/0022-0663.88.4.715
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发表时间：
1996-12-01
影响因子：
4.9
通讯作者：
Lepper, MR
中科院分区：
文献类型：
--
作者：
Cordova, DI;Lepper, MR
本实验考察了语境化、个性化和提供选择三种互补策略对学习过程的影响，以增强学生的内在动机。在1个对照和4个实验条件下，小学生从事旨在教授算术运算顺序规则的教育性计算机活动。在控制条件下，这种材料被抽象地呈现出来。在实验条件下，相同的材料被呈现在有意义和有吸引力的学习环境中，无论是通用的还是个性化的形式。每组中的一半学生也被提供了关于学习环境的教学附带方面的选择；其余的没有。情境化、个性化和选择都产生了戏剧性的增长，不仅在学生的动机上，而且在他们参与学习的深度、他们在固定时间段内学到的量，以及他们感知的能力和抱负水平上。
This experiment examined the effects on the learning process of 3 complementary strategies-contextualization, personalization, and provision of choices-for enhancing students' intrinsic motivation. Elementary school children in 1 control and 4 experimental conditions worked with educational computer activities designed to teach arithmetical order-of-operations rules. In the control condition, this material was presented abstractly. In the experimental conditions, identical material was presented in meaningful and appealing learning contexts, in either generic or individually personalized form. Half of the students in each group were also offered choices concerning instructionally incidental aspects of the learning contexts; the remainder were not. Contextualization, personalization, and choice all produced dramatic increases, not only in students' motivation but also in their depth of engagement in learning, the amount they learned in a fixed time period, and their perceived competence and levels of aspiration.