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Malone’s Theory of Intrinsically Motivating Instruction
Definició del Concepte
La Teoria de l’Ensenyament intrínsecament motivador parteix al 1980 de Malone, Thomas W. investigant perquè els jocs son divertits i per tant, motivadors. Així ho escriu ell mateix Malone1981:
“These studies focus on what makes the games fun, not on what makes them educational.”
El seu model es basa en tres elements: Challenge, Fantasy i Curiosity.
SubConceptes
Challenge
Malone, Thomas W. considera que el Repte depèn dels objectius amb resultats incerts. A diferència del punt Confidence del ARCS Model, en aquest model, l’individu no està segur d’aconseguir l’objectiu, ni com arribar-hi. Aquest punt inclou un nivell de dificultat variable, objectius de diversos nivells, informació oculta i aletorietat.
“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
Malone1981 defineix el subconcepte Fantasia com un entorn que evoca imatges mentals de coses que no estan presents als sentits o dins de l’experiència real de l’individu. Diferencia entre fantasies extrínseques i intrínsiques. Les intrínsiques estan relacionades amb l’ús de l’habilitat, mentre que les extrínseques, no.
“Fantasy is claimed to 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
Els entorns poden despertar la Curiositat de l’alumne. Malone, Thomas W. divideix la curiositat en components sensorials i cognitius: · Sensorials. Basat en canvis de llum, so o altres estímuls. · Cognitius. Basat en la idea que la curiositat cognitiva pot fer despertat estructures de coneixement incompletes o inconsistents. Un últim punt que destaca l’autor en aquest apartat és el Feedback i detalla les característiques sobre com ha de ser: · Per despertar la curiositat de l’alumne, els comentaris han de ser sorprenents. · Per ser educativa, la retroalimentació ha de ser constructiva.
“Curiosity is separated into sensory and cognitive components, and it is suggested that cognitive curiosity can be aroused by making learners believe their knowledge structures are incomplete, inconsistent, or unparsimonious.
Background de la Theory of Intrinsically Motivating Instruction
Malone1981 considera que la seva teoria completa els models de motivació íntrisenca en l’aprenetatge que hi havia aleshores. Així ho descriu:
“Several of the theorists discussed in section 1 (e.g., Piaget, 1951; Bruner, 1966; Berlyne, 1965; Moore & Anderson, 1969) deal with intrinsically motivated learning, and several others (e.g., Csikszentmihalyi, 1975, 1979; Eifferman, 1974) deal with intrinsic motivation in general. But none of the theories deals satisfactorily with all three of the major kinds of motivation discussed above: challenge, fantasy, and curiosity. Csikszentmihalyi, for example, presents a detailed analysis of the role of challenge in intrinsic motivation, but since he is not dealing specifically with learning, he does not mention curiosity, the most obvious intrinsic motive for learning. Similarly, Berlyne analyzes curiosity in some detail, but neglects challenge and fantasy altogether. Bruner perhaps comes closest to the taxonomy presented here by giving prominent roles to challenge and curiosity, but he does not develop the implications of either in much detail, and he does not mention fantasy. Piaget does a very admirable job of synthesizing all three elements into a coherent theory. To greatly oversimplify his theory for the purpose of comparison, he claims that people are driven by a will to mastery (challenge) to seek optimally informative environments (curiosity) which they assimilate, in part, using schemas from other contexts (fantasy). But, though a number of people have applied Piaget’s ideas to educational practice (e.g., Furth, 1970; Kamii & DeVries, 1977), the implications of his theory for instruction are often ambiguous or extremely general (Groen, 1978).”
Conceptes relacionats
Theory of Intrinsically Motivating Instruction