Learning Motivation and Fun


View the assignment page for a more detailed explanation of this project.

In this exercise, you'll collect data from our database of interviews about fun and learning. Use this template and the data to create 5 generalizations for what you observed. Your generalizations should answer the questions


  • What makes learning fun and engaging?
  • What are the implications for your own teaching and design work

Example:
3) High school students almost universally reported that physical activity was an element in the experiences they called "fun".
Bill W, for example described learning beginning archery skills at boy scout camp. Sallie Forth recalled a social studies class in which "we recreated in chicken wire and paper mache the battlefield at Shiloh and spent several class periods reconstructing the events there." All together there were 24 experiences that took place during high school years and all but 1 included physical activity. In most cases (19 out of 24) these activities also required creative or critical thinking.

What are your 5 generalizations?


1) Self-Motivation: Many learners enjoyed learning the subject due to personal interest in the subject matter. Dave and his girlfriend learned how to make Chocolate truffles, A 12 yr. old student named Hugh developed an interest in a board game called, 'Go' because he saw a friend's collection of trophy's from winning "Go" tournaments and said that he wanted to win tournaments too, and Lisa baking and decorating cakes. All together there were about 8 different experiences that I watched that stated that the learning to them was more fun when they were self-taught.

2) Teacher Motivation = Student Motivation. An instructor that shows their learners how enthusiastic & passionate about their subject matter most times makes the learning experience that much more meaningful. Gayle's wine tasting tour guide was very passionate and added quizzes during the tour for the audience an made the wine tour more of an instructional/informative experience, Judy learned to snorkel while vacationing in Hawaii mentioning that the instructor was very informative and spoke of techniques in preparing the snorke equipment properly.

3) Competition spawns motivation. Certain Learners were motivated to do well because they wanted to 'Win'. John as a freshmen in HS wanted to show his brothers that he was a 'real man' by biking to Yosemite, Matt V. in golf class wanted to win the golf challenges. Also, helped motivate him to learn a new sport that was challenging to him and 're-sparked his competitive nature'. Tammy's elementary school game withe the challenge of having to shape letters with teammates, Hugh developed an interest in a board game called, 'Go' because he saw a friend's collection of trophy's from winning "Go" tournaments.

4) Role Playing Motivation. Learning occurs by simulation. When learners physically re-enact a particular instance in time, I feel a deeper understanding of the situation will occure. J. Miller's trial role play during History as a Junior in high school, Oregon Trail simulation of Beth Racliffe. Ronnie's participation in a simulated UN, and Gina's simulation experience with Pirates, Samurai, & Ninja's. These individual were recalling learning experiences that occured more that 10 years ago.

5) Cooperative Learning. A pattern that I recognized in almost every video was the element of cooperative learning. There is no mistake that cooperative learning has a high success rate. It is a task of the instructor as well to help the students work together successfully in groups. Whether it was groups working competitively against one another or groups that were working cooperatively, it was still interaction of 'Cooperative Groups' - large groups working in a given space to complete a task.