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On Being Human – Frailties, Vulnerabilities and Their Effect on Performance
Published in Norman MacLeod, Crew Resource Management Training, 2021
Closely related to attitude is the concept of motivation. Motivation is described as those behaviours directed at achieving desired, or avoiding undesired, goals and can be either intrinsic or extrinsic. Intrinsic motivation is drawn from within the task or topic whereas, in the case of extrinsic motivation, the action is driven by external factors. For example, I once interviewed a class of sponsored students at a flight school about their reasons for becoming airline pilots. Some said that they loved flying and always wanted to become a pilot. Their motivation was intrinsic. Others made comments such as ‘my father and grandfather were airline pilots’ or ‘people look up to you if you are an airline pilot’. Their motivation was extrinsic. Studies of performance in education have found that students who possess an intrinsic interest in their subject perform better in exams than students with extrinsic motivation: the subject was chosen because it had to be done, not because the students wanted to do it. Like personality, motivation has clear psychological and physiological mechanisms. Risk aversion is a well-established trait and represents motivation at work. Later in this chapter, we will look at disruption in the workplace. Pilots who find disruptions, or variability, to be an enjoyable part of the job are probably intrinsically motivated by the challenges represented by a demanding work schedule.
Resistance, Demotivation, and Motivation
Published in David Rizzardo, Lean – Let’s Get It Right!, 2020
We have described motivation for our purposes as the want-to in people and as an internal personal decision, as compared with having to do something which is externally driven by somebody else. Probably the most common method of describing these internal versus external drivers is by the two categories, intrinsic motivators versus extrinsic motivators. They both impel us to do something, though via different means. The following describes the difference: Intrinsic motivation involves engaging in a behavior because it is personally rewarding; essentially, performing an activity for its own sake rather than the desire for some external reward.Extrinsic motivation occurs when we are motivated to perform a behavior or engage in an activity to earn a reward or avoid punishment.22
Artificial Intelligence in E-Learning
Published in Ibrahiem M. M. El Emary, Anna Brzozowska, Shaping the Future of ICT, 2017
Hachem Alaoui Harouni, Elkaber Hachem, Cherif Ziti
There are several theories to better understand motivation, but we take only one, that of self-determination (Deci and Ryan, 1985). According to the theory of self-determination, three psychological needs are the basis of human motivation: the need for autonomy, the need for competence, and the need for social belonging. The satisfaction of these three needs leads to a feeling of well-being for the individual (Vallerand, Pelletier, and Ryan, 1991). There are different types of motivation: Intrinsic motivation is considered the highest level of self-determined motivation that can be reached by an individual (Ryan and Deci, 2000a,b), because the activity is done for pleasure.If he is intrinsically motivated, he is pushed by an external cause, to get a reward, or to avoid punishment (Ryan and Deci, 2000a,b).
Game-based learning apps in engineering education: requirements, design and reception among students
Published in European Journal of Engineering Education, 2023
Eva Jacobs, Oliver Garbrecht, Reinhold Kneer, Wilko Rohlfs
Motivation is particularly important in learning environments that allow learners to act on their own initiative, as it is the case with learning apps. The simple distinction between intrinsic and extrinsic motivation is not sufficient here. With regard to the relevance of autonomous action, extrinsic motivation is considered in a more comprehensive way. Following self-determination theory's (SDT) taxonomy of motivation, extrinsic motivation is divided into subtypes of autonomous and non-autonomous forms (Ryan and Deci 2020). Motivation categories differ in their degree of internalisation. The higher the degree of internalisation, the more self-determined and positive motivation is perceived. While intrinsic motivation is based on enjoyment (i.e. completely internalised), autonomous extrinsic motivation is based on a sense of value (i.e. people view the activities as worthwhile, even if not enjoyable). In contrast, non-autonomous extrinsic motivation is mainly induced by external rewards, sanctions or evaluations and generally leads to lower performance (Ryan and Deci 2020).
‘I need a break’: the effect of choice of rest break duration on vigilance
Published in Ergonomics, 2021
Grace E. Waldfogle, Allison E. Garibaldi, Alexis R. Neigel, James L. Szalma
In addition to restoring cognitive resources, rest breaks may serve as a form of reward for the observer. Indeed, other forms of rewards and motivation have been implicated in the vigilance decrement. Many studies in this area have operationalised reward in terms of tangible consequences, such as monetary rewards (but see Dember et al. 1984). However, intrinsic motivation (i.e. performing the task for internal rather than external motives like monetary rewards; Ryan and Deci 2000), has also been associated with improved performance on vigilance tasks. For example, intrinsic state motivation, or the degree to which a participant reports feeling intrinsically motivated during the task, has been linked to higher correct detection rates in vigilance (Neigel, Claypoole, and Szalma 2019). Intrinsic motivation in the context of task performance is typically measured via the Intrinsic Motivation Inventory, which measures underlying dimensions of intrinsic motivation such as perceived choice, interest/enjoyment of the task, and perceived effort (Ryan 1982).
Can an Engagement Platform Persuade Students to Stay? Applying Behavioral Models for Retention
Published in International Journal of Human–Computer Interaction, 2021
Arijit Sengupta, Scott Williams
The paper-based system allowed us to gamify activities that prior research and our own observations had led us to believe would increase the players’ (i.e., the students’) engagement and retention in their college. Games can be highly effective tools for motivation (Dalmina et al., 2019; Dicheva et al., 2015). In the simplest sense, a game is a pleasurable, intrinsically motivating challenge (Hamari et al., 2014). Intrinsic motivation is the drive to meet a challenge for the satisfaction of doing so rather than as a means of obtaining some other reward (Deci & Ryan, 1985). Myriad types of activities are referred to as games, from crossword puzzles to Russian roulette. To “gamify” is to make a game of an activity that would otherwise be an unlikely source of intrinsic motivation. Gamified systems strive for engagement, while utilitarian systems simply focus on useful outcomes (Wang et al., 2017). Gamification is accomplished by means such as providing points and scores for achievements, acknowledging major performance milestones, and adding themes or storylines to pique interest (Hamari et al., 2014). In addition to enhancing motivation for task performance, there is also some evidence that gamified applications can promote interpersonal engagement and a sense of community (Rapp et al., 2016).