A Pocket Guide on Learner Motivation
What is inside?
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#1
What is Motivation?
Scenario #1
Shruti spends long hours practising her musical instrument and participates in various music competitions. Shruti wants:
To become famous
To win prizes and recognition
To improve her musical skills and enjoy the art of music
To prove she is better than her siblings
Scenario #2
Rohan starts exercising regularly and eating healthy to improve his overall well-being. Rohan wants:
To impress his crush
To lose weight and fit into trendy clothes
To feel energised and lead a healthier life
To compete with his friends in a fitness challenge
Scenario #3
Ishita spends hours working on a charity project to raise funds for underprivileged children. Ishita wants:
To fulfil a school requirement
To get recognition and praise from teachers
To make a positive impact and help those in need
To show off her talents to her classmates
As you might have noticed, for every action or behaviour of ours, there is an - often, multiple - underlying goal(s).
That’s motivation.
Motivation is the driving force that compels us to take action, pursue goals, and exhibit specific behaviours. It is the internal or external stimulus that energises and sustains our efforts toward achieving desired outcomes or fulfilling needs. In essence, it is what pushes us to get things done and stay committed to our objectives. And it matters.
#2
Motivation Matters is Misunderstood
For a concept that is so crucial to learning, motivation is commonly misunderstood. It is often confused with learner engagement or participation. Additionally, when designing for motivation, we tend to treat all factors that impact motivation equally, when in fact, they aren’t.
Retaking an example from above, if Ishita is spending hours working on a charity project to raise funds for underprivileged children, it is possible that she is motivated by all of the following albeit to different degrees.
To fulfil a school requirement
To get recognition and praise from teachers
To make a positive impact and help those in need
To show off her talents to her classmates
The problem with an incomplete understanding of motivation is that we might mistake sustained engagement as our core indicator/proxy for understanding how motivated a learner is. Consequently, we use several methods (eg. competition, rewards, micro-learning, points, badges, leaderboards etc) to aid engagement. We measure a learner’s activity – participation, attendance, completion, repeat behaviours, etc. But this is a mistake. It keeps us from recognising and addressing the true problem.
Our thesis is simple -
The Golden Circle of Motivation
In order to truly solve for learner motivation - we need to start from inside to out. We need to start with the who, then move to the what and finally get to the how.
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If we don’t know who our intended learner is deeply - how can we create a learning experience for someone we don’t even know? Let’s take an example - imagine you are hosting a dinner party, and you want to prepare a meal that will delight your guests. Your goal is to create a memorable dining experience that caters to their tastes and preferences.
The first step in achieving this is to know your guests well. You need to understand their dietary restrictions, favourite cuisines, spice tolerance, and any allergies they may have. Knowing these details allows you to design a menu that will please each person and make them feel valued and cared for.
If you try to design a learning experience for everyone without considering the specific needs and characteristics of your learners, it's like serving a generic, one-size-fits-all meal at the dinner party. Some guests may enjoy it, others might find it unappealing, and some might even get sick from consumption. In the same way, a generic learning experience might work for some learners, but it can be ineffective and completely mismatched for others.
This is why it is crucial to start with getting to know the learners. Understanding their schedules, preferences, background, family life, motivation, skills, expectations, and so on, goes a long way in informing our design decisions.
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You should be able to answer the following questions about your learners:
Who are we designing for, and why? Why are they the right audience for us?
How might we understand learners' core needs and wants?
What information is useful in helping diagnose the projected effort and current skill levels of a learner?
What are some challenges that a learner might face during this experience? How might we mitigate these challenges?
Based on the above questions, what common learner personas are we starting to observe?
Who
Be clear about your target audience.
Designing for everyone is often designing for no one.
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Only once you’re clear about the guests you’ll be serving, can you decide what to make and serve. Once we are clear about who the guests are, it’s easy to find out their preferences. Imagine if we have to serve a stranger some food, once we know whether they have any allergies, their dietary preferences (veg/non-veg) etc, only then we can provide them with some suitable food.
Similarly, it's essential to have a clear understanding of what knowledge or skills you want your learners to acquire by the end of the learning experience. Additionally, it is important to consider the relevance and applicability of the content for the learners. No matter how engaging the course is or how fantastic the facilitator is, if our learners don’t feel a need for the course, they will soon lose their motivation to continue.
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You should be able to answer the following questions about your program:
What are the specific learning objectives and outcomes we want to achieve?
What curriculum, content, and resources will best support the learning objectives?
What should be the scope, sequence, and complexity of the content that is covered?
How might the learners use this curriculum in their current context?
What
What knowledge or skills do you want your learners to acquire by the end of the learning experience?
How
The instructional strategies and methodologies used to deliver the learning experience and make it memorable, engaging, and complete
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Only once the exact food items are clear, can we even start to think about how to serve the food. Because until we know what we’re serving to the guests, we cannot decide whether we should serve it in a bowl, in a cup, or a plate. We won’t be able to decide how we might make it look aesthetically pleasing, and what accompaniments would suit best.
This step is all about ensuring the experience is satisfying, engaging, and complete. The "How" revolves around the instructional strategies and methodologies used to deliver the learning experience. It includes deploying appropriate tools, tips, and techniques to deliver the outcomes effectively.
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You should be able to answer the following questions about your methodology:
How might we provide clarity and create a high sense of ownership within our learners?
How might we create a safe environment for learners to fail and succeed?
How might we personalise the experience for each learner?
How might we promote active learning techniques?
How might we integrate usage of interactive elements and rich media effectively?
How might we create a strong sense of belonging and community?
How might we create tight feedback loops for visibility and progress?
#3
Ingredients for Motivation
There is a ton of incredible research out there that cover various aspects of motivation, and its role in promoting and sustaining learning. As practitioners designing for other practitioners, we felt the need to distil key ingredients to share with you.
At the risk of missing nuance, here are 10 ingredients of motivation LxDs should consider when designing for learning:
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Having a larger vision and understanding the bigger meaning behind learning something can significantly impact motivation. When learners can connect their educational pursuits to something greater than themselves, such as personal growth, societal impact, or a sense of contributing to a meaningful cause, they become more driven to learn and persist through challenges.
Imagine learning as embarking on a journey to save a dying planet. As a learner, you have been chosen to learn different skills and acquire knowledge to address the environmental crisis. Knowing that the fate of the planet rests on your actions, you are highly motivated to learn and acquire the necessary expertise to make a positive impact.
📚 Epic Meaning and Calling in Octalysis Framework, developed by Yu-kai Chou talks about the drive to be part of something greater than oneself, to feel connected to a meaningful purpose, and to contribute to a larger story.
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Setting clear and achievable goals provides learners with direction and a sense of accomplishment. It helps in breaking down complex tasks into manageable steps and provides a clear roadmap for progress.
Think of learning as embarking on a journey. Without a destination or milestones, you might feel lost or aimless. However, when you have a specific destination in mind and markers along the way, each milestone reached is a small win, and becomes a self-sustained source of motivation.
📚 Goal-setting theory, proposed by Locke and Latham, suggests that setting specific and challenging goals can lead to increased motivation and task performance (Locke, E. A., & Latham, G. P., 2002).
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Autonomy refers to the freedom and independence to make decisions and control one's learning. When learners have a say in what and how they learn, they feel more engaged and motivated.
Think of learning like making a Subway sandwich. When you get to choose your ingredients and toppings, the sandwich becomes more appealing because it's personalised to your taste. Similarly, when learners have the freedom to choose their learning materials or projects, they become more invested in the process.
📚Self-Determination Theory (SDT) by Deci and Ryan emphasises the importance of intrinsic motivation, where learners are driven by internal factors such as autonomy, competence, and relatedness. According to SDT, providing learners with autonomy can enhance intrinsic motivation (Deci, E. L., & Ryan, R. M., 2000).
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Acknowledging learners' achievements and progress boosts their confidence and motivation. Celebrating milestones, no matter how small, creates a positive learning environment.
We have all played video games. Think back to how you feel when you reach a new level or complete a challenging task, and the game rewards you with points or badges. It feels good and makes us want to continue playing! In learning too, recognition serves as positive reinforcement and encourages one to keep going.
📚 The concept of reinforcement and positive feedback is well-established in behaviourism, which emphasises that positive reinforcement can strengthen desired behaviours (Skinner, B. F., 1938).
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Learning is a social process, and interactions with peers, mentors, or teachers can enhance motivation. Collaborating with others can provide support, different perspectives, and a sense of belonging. Just how, when you're part of a team, you learn from each other, hold each other accountable, and celebrate successes together. This camaraderie and support make the learning more immediate, enjoyable and motivating.
📚 Social Learning Theory by Bandura posits that people learn from observing and interacting with others. Collaborative learning environments can foster motivation by promoting social interaction and peer support (Bandura, A., 1977).
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Emotions play a significant role in learning and motivation. Creating a safe and supportive learning environment helps learners feel comfortable taking risks and exploring new ideas.
Consider learning as diving into a pool. If the water is warm and you have a lifeguard nearby, you'll feel safer to jump in and try different strokes. Similarly, when learners feel emotionally safe, they are more likely to explore new concepts and take intellectual risks.
📚 Maslow's Hierarchy of Needs suggests that psychological safety is a fundamental human need. Learners are more likely to be motivated to learn when their basic needs, including emotional security, are met (Maslow, A. H., 1943).
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Feeling a sense of mastery and competence in a subject or skill – especially in the face of appropriate challenges – boosts learners' confidence and motivation. When learners see their progress and improvement, they are motivated to continue learning.
Learning to play the piano can be tough at first, with stumbling fingers and random sounds. But with practice and a great teacher, you learn the basics and start playing simple tunes. As you keep going, your coordination improves, and you tackle harder pieces, expressing emotions through the music. Achieving those challenging sections brings pure joy and boosts your confidence. With time and dedication, you become fluent, playing various pieces with finesse. It's a fulfilling journey of progress and pride, making you love the instrument even more.
📚 Self-Efficacy Theory by Bandura highlights the role of perceived competence in motivating learners. Learners who believe they can succeed in a task are more likely to be motivated to engage in it (Bandura, A., 1986).
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Learning is more meaningful when it connects to learners' interests, experiences, and prior knowledge. Relating new information to real-life situations makes learning more engaging.
Consider learning a language in preparation for an overseas trip. You become motivated to learn useful phrases and expressions that will help you communicate effectively during your travels. The personal relevance of the language to your upcoming adventure sparks enthusiasm and dedication in your language learning journey.
📚 The Cognitive Theory of Multimedia Learning by Mayer suggests that making learning content personally relevant can enhance understanding and motivation (Mayer, R. E., 2001). Similarly, “Situated Learning: Legitimate Peripheral Participation" by Jean Lave and Etienne Wenger (1991): emphasises that learning is most effective when it occurs within a meaningful context and social environment where learners can actively engage in authentic tasks and activities relevant to their interests and community.
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Challenging learners with tasks that are interesting yet attainable encourages active engagement and curiosity. Providing appropriate support or scaffolds helps learners tackle challenges with confidence.
Think of climbing a mountain. A mountain that's too easy might not be exciting to climb, and one that's too difficult might be discouraging. However, a mountain with the right level of challenge and proper equipment (scaffolds) can be thrilling and motivating. And the key to identifying this level of challenge is to get to know your learners better.
📚 Vygotsky's Zone of Proximal Development (ZPD) suggests that learners are most motivated when tackling tasks that are just beyond their current capabilities but achievable with guidance (Vygotsky, L. S., 1978).
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Timely and constructive feedback helps learners understand their strengths and areas for improvement. It reinforces progress and fosters a growth mindset.
Consider a young athlete training for a competition with the dream of becoming a top-performing athlete. Without a coach providing feedback on their techniques, they may not recognize areas where they can improve their performance. However, with a skilled coach offering specific guidance and pointing out areas for refinement, the athlete can make targeted adjustments and witness significant progress in their abilities.
📚 Hattie and Timperley's Feedback Model emphasises the importance of timely and specific feedback in enhancing learning outcomes (Hattie, J., & Timperley, H., 2007).
Experience these ingredients in real-life case studies in our full handbook that comes out on 5th September 2023
Drop-in your email below and we’ll remind you when it’s out!
#4
Boundaries of Motivation
In the process of building this handbook, we spent a considerable amount of time trying to understand the most critical problems that learning experience designers face in their roles. This exploration spanned across segments (K12, youth, adults), geographies (rural, urban), sectors (non-profits, governments, start-ups, corporates), and thematic areas (STEM, Arts, Education, Finance etc).
Within the LxD Lab, we each shared our own pain-points as learning experience designers, and collectively arrived at some common themes. And the theme that stood out by far?
Motivation.
What followed were conversations with other instructional and learning experience designers across the world, consultations with 20+ experts & stakeholders in the learning space, and discussions with several organisations. And what surprised us was that no matter who we spoke with, where they were situated, and who their learners were, they had all experienced the motivation problem deeply.
From these conversations, we were able to tease out the various aspects of motivation which we’ve outlined below. We believe that understanding these will help us build a decision-making framework relevant to our own context:
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The motivation to exercise might be universal for health and well-being, but each one of us will find our respective inspirations in different contexts. Some might exercise to stay physically fit, some might do it to manage a disease or an illness, others may do it competitively aiming to win sports competitions, and so on.
It's like a jigsaw puzzle, really. Our motivations are shaped by our personalities, experiences, values, and the specific environment we're in at any given moment.
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We might be quite excited to read a book and buy it, only to see it gathering dust on our bookshelves a few weeks later. We might want to wake up early in the morning, only to start hitting the snooze button a couple of days in.
As humans trying to improve, this is frustrating but it doesn’t take away the truthfulness of the fact illustrated by this figure.
TL;DR: What gets us started is NOT what keeps us going
Research suggests that when we set out to achieve a goal, our focus is on the reward which propels us into action. But once we begin, the reality hits. We come face to face with what’s really required to reach the goal and our focus shifts from reward to effort and the more we focus on the effort, the more likely we are to fail.
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Intrinsic motivation: The Magic Within
Intrinsic motivation is like having our own personal cheerleader cheering us on from within. It propels us to do things with passion and dedication, and the reward is often the process itself. For instance, reading a book for pleasure, solving a puzzle for the sheer challenge of solving it, or playing a musical instrument for hours.
Extrinsic Motivation: Carrots and Sticks
Extrinsic motivation can be powerful in pushing us towards certain goals, but it relies on external factors to provide the spark. Like a firecracker, it might create a short burst of energy, but it's not self-sustaining. For instance - studying to get a good grade in exams, posting on social media to get more likes & followers, and putting in extra effort at work to earn a promotion.
Let's say you love painting (intrinsic motivation) and you join an art competition with a cash prize (extrinsic motivation). While the initial push might come from the desire to win the prize, the joy of painting itself might end up being your main driving force. The external reward might get us started, but the intrinsic love for art will keep us going.
On the other hand, if we're doing something solely for external rewards without any genuine passion, the task may not be as enjoyable. It's like following a recipe we dislike just because we want to impress others with our cooking skills. The result might be satisfactory to others, but we might not find the same joy and fulfilment.
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While we tend to use these terms interchangeably on a regular basis, they are not the same thing at all! Motivation is the force behind why someone does something. Engagement is the degree to which a person is absorbed in the activity. While motivation might be the fuel and provides the energy to begin, engagement is the actual movement of the car itself. Motivation is the underlying feeling, engagement is the action.
While the two are related, someone can be motivated to do something but not be completely engaged.
Imagine a student who is motivated to get good grades because they want to impress their parents and secure a college scholarship. However, when attending classes, they find the subject matter uninteresting, the facilitation style quite uninspiring, and the learning environment dull. Despite their motivation to achieve good grades, they may find it challenging to stay engaged during classes (and even fall asleep!)
It's also possible for someone who is fully engaged in the activity but not initially motivated by it.
Imagine a person attending a workshop on a topic they are not particularly interested in because their peers have insisted on signing up and tagging along. During the workshop, the individual finds the presenter captivating, the content well-delivered, and the activities enjoyable. As a result, they become highly engaged in the event, actively participating in discussions and activities despite lacking initial motivation for the subject matter.
In an ideal situation, high motivation does lead to high engagement, but fulfilment as a result of deep engagement can also sometimes spark and ignite some motivation. A complicated relationship indeed.
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There are various factors that can influence a learner's motivation, and some of them are beyond our power to change:
Environmental factors: These are things around the learners, like their physical surroundings or the resources available to them. For example, if someone doesn't have a quiet place to study or lacks access to necessary technology, it can impact their motivation to engage with the course.
Socio-economic factors: This refers to a person's financial situation and social status. If someone is facing financial difficulties or belongs to a disadvantaged background, their motivation might be affected due to worries about fulfilling basic needs and other complex life challenges.
Cultural influences: Different cultures value learning differently. They may also promote gender norms that impact one's access to education. These cultural beliefs can shape a person's motivation to learn.
Logistical barriers: Sometimes, external constraints like a busy schedule or lack of time can make it challenging for learners to commit to the course, affecting their motivation.
Learning Disabilities and Special Needs: Learners with specific learning disabilities or special needs may require individualised accommodations that are beyond the scope of standard course or product design. While efforts can be made to create inclusive content or interfaces, learners' unique requirements might still be outside the direct control of the designer.
Life Events and Distractions: External life events and distractions can significantly impact a learner's motivation and ability to engage with the course. For example, unexpected personal challenges, family obligations, or work-related demands can divert their attention away from the learning process.
As learning experience designers, we might not be able to directly influence the above factors, but this doesn't mean that we're powerless. We could still offer flexible learning schedules, make the content relatable to learners from various cultural backgrounds, provide resources to help overcome logistical challenges, or recommend appropriate external support. Being mindful of these external influences is necessary for us to create a more inclusive and empathic learning environment.
Conclusion
We feel confident in asserting that motivation is the secret sauce to learning and deserves to be prioritised by learning experience designers.
High motivation → High engagement → Higher retention → Better outcomes
Low motivation → Lower engagement → Lower retention → Poorer outcomes
Motivation is like taking a dog for a walk.
If the dog is not motivated, he will move forward but…
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