Some of you will have seen this on Remote Access. Clarence’s comment is “A lot of teachers won’t like this.”
Pink has some really interesting ideas in this but the key one has to do with application of intrinsic motivation. We’ve been enamored of Maslow’s “drives-based” theory that we lose track that motivation has some other theories as well, including an instrumentality theory that really addresses intrinsic and extrinsic motivations in a meaningful way.
How do these three ideas – mastery, autonomy, and purpose – relate to education in general? How do we take advantage of this motivation as teachers? And, an important consideration for the Games class, how do you see these three factors feeding into what makes a “good” game?
Discuss.
(Thanks, Clarence. Great Find.)
August 31st, 2009 at 6:16 PM
I really enjoyed listening to Daniel Pink. I agree with higher rewards equaling poorer performance. I have seen it first hand. I once offered an incentive for completing an assignment in x amount of time. There were only a few students who did it, so I realized this wasn’t a very fair incentive because many of those who finished had rushed through it and failed the assignment. I had to rethink “rewards” after that incident.
As for how autonomy,mastery, and purpose fit into a game, well I’m not sure how you have much of a game without them. Autonomy plays the part in the student wanting to take charge and be responsible for their learning the game. In a game, you typically have to master skills to move through it and eventually beat it. Students find this sort of thing interesting because there is a set goal and they can actually see how mastery will pay off in the end. As for purpose, if a game has a purpose then whoever plays it will feel as though they must fulfill the purpose. By fulfilling the purpose, you must have mastered the skills and made it your mission to take charge. It all seems to go together…at least I think so
September 1st, 2009 at 8:43 PM
I am not sure why teachers won’t like this. Many of my collegues have realized that the best learning occurs when students feel what they are learning will help them in the real world. Many of our schools assume GPA and college are the only carrots to dangle in front of students, but when the right motivation is found students will learn on their own. The problem most teachers have is this idea from the state, that every child needs to learn the same core content. A large percentage of high school students do not see the value in what is being taught, because the teachers that know them cannot teach what the students want to learn. This model of education does not allow teachers to teach until mastery because you have a set curriculum that needs to be followed in a set time frame. Our school is pushing pacing guides upon all teachers right now. Telling teachers that you have 2 weeks to cover a unit no matter what the background of your particular students.
September 5th, 2009 at 12:39 PM
This is very interesting. I resist incentives when I can but instilling intrinsic motivation is very difficult for my students. This requires a higher level of thinking and purpose which is very hard to pull from my special needs students. For general education students, especially older ones, this makes all kinds of sense. I wonder how Pink would recommend instilling this in moderate and severe special needs individuals? If he has any tips, I’d love to know! Thanks for sharing this video. Very enlightening.
September 5th, 2009 at 5:12 PM
Do you think your students – however they’re abled – take any less satisfaction in these things?
September 6th, 2009 at 11:00 AM
I think that he made a good case. However, I do agree with Jenny, (comment above), about students with special needs. I think that many students do things for themselves, however, some are always looking for a reward. And I think that is partially our fault, but I also think that some students receive “awards” at home as well. I hope that as we explain to students why they need to learn concepts, and how they will use them in real life, then they are more likely to need that intrinsic reward. And we will have less, if – then= rewards.
September 11th, 2009 at 9:03 PM
I’ve never agreed with the award system. The system was never in place when I went to school. My siblings and I would strive for success because we knew that is what was right and that was what mom and dad wanted. Everyone knows self-satisfaction is its greatest reward.