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  • Intrinsically Motivating Instruction

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    The three categories which comprise INTRINSICALLY MOTIVATING INSTRUCTION theory are challenge, fantasy, and curiosity.Challenge: Each challenge must have a series of goals, which can be personally meaningful to the player and/or may be generated by the game to keep the player engaged. The game provides the player feedback on progress toward the goal throughout the game play. Because the computer game’s outcome is uncertain, this keeps the player engaged and motivated. When a player is challenged and succeeds through the struggle, a player’s self-esteem can increase, as long as the computer game’s feedback is constructive and supports learning. An optimal challenge should be neither too difficult nor too easy. Fantasy: Malone defines fantasy as the “mental images” the players create based on interacting with the environment. The most effective fantasies in computer games are those which are more fully integrated with the content to be learned (intrinsic). Incorporating intrinsic fantasies creates more engagement, which increases memory of the material, because they may satisfy players’ emotional needs and help them learn skills within a meaningful context. (An example that Malone describes is an Adventure game where players practice reading maps, writing instructions, and feeling excited, puzzled, and triumphant as they proceed through it.) [sociallocker]Curiosity: Two types of curiosity are important to successful computer game creation—sensory and cognitive. Sensory curiosity is activated by the aesthetics of the game (its look, sounds, feedback, authentic creation of a world or event). Cognitive curiosity is activated by presenting opportunities for the player to better their knowledge.[/sociallocker] When a computer game is designed based on this framework, players are more motivated to play and learn. Learn more about Malone’s theory at: •

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    INTRINSICALLY MOTIVATING INSTRUCTION

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    The three categories which comprise INTRINSICALLY MOTIVATING INSTRUCTION theory are challenge, fantasy, and curiosity.Challenge: Each challenge must have a series of goals, which can be personally meaningful to the player and/or may be generated by the game to keep the player engaged. The game provides the player feedback on progress toward the goal throughout the game play. Because the computer game’s outcome is uncertain, this keeps the player engaged and motivated. When a player is challenged and succeeds through the struggle, a player’s self-esteem can increase, as long as the computer game’s feedback is constructive and supports learning. An optimal challenge should be neither too difficult nor too easy. Fantasy: Malone defines fantasy as the “mental images” the players create based on interacting with the environment. The most effective fantasies in computer games are those which are more fully integrated with the content to be learned (intrinsic). Incorporating intrinsic fantasies creates more engagement, which increases memory of the material, because they may satisfy players’ emotional needs and help them learn skills within a meaningful context. (An example that Malone describes is an Adventure game where players practice reading maps, writing instructions, and feeling excited, puzzled, and triumphant as they proceed through it.) [sociallocker]Curiosity: Two types of curiosity are important to successful computer game creation—sensory and cognitive. Sensory curiosity is activated by the aesthetics of the game (its look, sounds, feedback, authentic creation of a world or event). Cognitive curiosity is activated by presenting opportunities for the player to better their knowledge.[/sociallocker] When a computer game is designed based on this framework, players are more motivated to play and learn. Learn more about Malone’s theory at: •

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    79 visualizzazioni3 pagine

    Intrinsically Motivating Instruction

    Caricato da

    CHeart
    The three categories which comprise INTRINSICALLY MOTIVATING INSTRUCTION theory are challenge, fantasy, and curiosity.Challenge: Each challenge must have a series of goals, which can be personally meaningful to the player and/or may be generated by the game to keep the player engaged. The game provides the player feedback on progress toward the goal throughout the game play. Because the computer game’s outcome is uncertain, this keeps the player engaged and motivated. When a player is challenged and succeeds through the struggle, a player’s self-esteem can increase, as long as the computer game’s feedback is constructive and supports learning. An optimal challenge should be neither too difficult nor too easy. Fantasy: Malone defines fantasy as the “mental images” the players create based on interacting with the environment. The most effective fantasies in computer games are those which are more fully integrated with the content to be learned (intrinsic). Incorporating intrinsic fantasies creates more engagement, which increases memory of the material, because they may satisfy players’ emotional needs and help them learn skills within a meaningful context. (An example that Malone describes is an Adventure game where players practice reading maps, writing instructions, and feeling excited, puzzled, and triumphant as they proceed through it.) [sociallocker]Curiosity: Two types of curiosity are important to successful computer game creation—sensory and cognitive. Sensory curiosity is activated by the aesthetics of the game (its look, sounds, feedback, authentic creation of a world or event). Cognitive curiosity is activated by presenting opportunities for the player to better their knowledge.[/sociallocker] When a computer game is designed based on this framework, players are more motivated to play and learn. Learn more about Malone’s theory at: •

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    INTRINSICALLY MOTIVATING
    INSTRUCTION (MALONE)
    Summary: Intrinsically motivating instruction takes place in computer
    gaming software when it provides players with choice around three key
    categories: challenge, curiosity, and fantasy.
    Originators and Key Contributors: Thomas W. Malone
    Keywords: challenge, choice, computer games, curiosity, fantasy, intrinsic
    motivation
    Intrinsically Motivating Instruction
    In trying to understand what made computer-based learning environments
    (CBLEs) fun and engaging, Dr. Thomas W. Malone studied computer games.
    In doing so, Malone developed a theory of intrinsically motivating instruction.
    The three categories which comprise his theory are challenge, fantasy, and
    curiosity.
    Challenge: Each challenge must have a series of goals, which can be
    personally meaningful to the player and/or may be generated by the game to
    keep the player engaged. The game provides the player feedback on
    progress toward the goal throughout the game play. Because the computer
    games outcome is uncertain, this keeps the player engaged and motivated.

    When a player is challenged and succeeds through the struggle, a players


    self-esteem can increase, as long as the computer games feedback is
    constructive and supports learning. An optimal challenge should be neither
    too difficult nor too easy.
    Fantasy: Malone defines fantasy as the mental images the players create
    based on interacting with the environment. The most effective fantasies in
    computer games are those which are more fully integrated with the content
    to be learned (intrinsic). Incorporating intrinsic fantasies creates more
    engagement, which increases memory of the material, because they may
    satisfy players emotional needs and help them learn skills within a
    meaningful context. (An example that Malone describes is an Adventure
    game where players practice reading maps, writing instructions, and feeling
    excited, puzzled, and triumphant as they proceed through it.)
    [sociallocker]Curiosity: Two types of curiosity are important to successful
    computer game creationsensory and cognitive. Sensory curiosity is
    activated by the aesthetics of the game (its look, sounds, feedback,
    authentic creation of a world or event). Cognitive curiosity is activated by
    presenting opportunities for the player to better their knowledge.
    [/sociallocker]
    When a computer game is designed based on this framework, players are
    more motivated to play and learn.

    Learn more about Malones theory at:

    Malone, T. W. (1981). Toward a theory of intrinsically motivating


    instruction. Cognitive Science, 5(4), 333-369.

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