TOWARD A THEORY OF INTRINSICALLY MOTIVATING INSTRUCTION
TOWARD A THEORY OF INTRINSICALLY MOTIVATING INSTRUCTION
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DOI：
10.1016/s0364-0213(81)80017-1
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发表时间：
1981-01-01
影响因子：
2.5
通讯作者：
MALONE, TW
中科院分区：
文献类型：
--
作者：
MALONE, TW
回顾了以往关于内在动机的理论。描述了对高度激励的计算机游戏的研究。这些研究的重点是什么让游戏有趣，而不是什么让它们具有教育意义。在此背景下，提出了基于挑战、幻想和好奇心三个范畴的内在激励教学的基本理论。挑战被假设为取决于结果不确定的目标。讨论了使结果不确定的几种方法，包括可变难度水平、多层次目标、隐藏信息和随机性。在设计教学环境时，幻想可能同时具有认知和情感优势。外在幻想和内在幻想是有区别的，前者仅弱依赖于游戏中使用的技能，后者与该技能的使用密切相关。好奇心分为感觉和认知两个部分。通过让学习者相信他们的知识结构是不完整的、不一致的或不简洁的，可以明显地激发他们的认知好奇心。
Previous theories of intrinsic motivation are reviewed. Studies of highly motivating computer games are described. These studies focus on what makes the games fun, not on what makes them educational. With this background, a rudimentary theory of intrinsically motivating instruction is developed, based on 3 categories: challenge, fantasy and curiosity. Challenge is hypothesized to depend on goals with uncertain outcomes. Several ways of making outcomes uncertain are discussed, including variable difficulty level, multiple level goals, hidden information and randomness. Fantasy may have both cognitive and emotional advantages in designing instructional environments. A distinction is made between extrinsic fantasies that depend only weakly on the skill used in a game and intrinsic fantasies that are intimately related to the use of the skill. Curiosity is separated into sensory and cognitive components. Cognitive curiosity can evidently be aroused by making learners believe their knowledge structures are incomplete, inconsistent or unparsimonious.