LMF+Naugle

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?

Approximately 10 males and 5 females stated their memorable learning experience took place with out the presence of others. I was surprised that there are more men whose learning experience was solo than women, because as a teacher I've seen how many of the young boys in my classroom are motivated by competition with other learners, while the girls are more internal driven. Most of the learners without other present where motivated an activity (most reported social recognition of medium to high) that had some sort of social recognition attached to it, like cooking dinner for a girlfriend. Interestingly I couldn't find a single video of a women whose learning experience took place with out others present. Interestingly women whose learning experience took place with out others present reported the social recognition as low to medium, but women seemed to be more internal driven-more self satisfied than men.
 * 1. Males whose learning experience took place without others are more likely to seek social recognition than females.**

When teacher warm was high and completion was low many of the learning experiences culminated in the creation of a product or performance. About 63% of the learners in this group learning experience learned to dance, make pottery, create a movie, screen a t-shirt, a musical concert etc. About half (51%) of these experiences occurred when the learners where 20-39, possibly because post high school is a time when you can explore classes in subjects that interest you. 38% of these learners are male and 62% are female.
 * 2. Educational experiences where teacher warmth is high and competition is low often result in the creation of a product or performance**


 * 3. Intimidation is not an important component to high physical activity, unless it is a sporting activity.**Thinking back to all the great coaches, and PE teachers I've had all of them had a high intimidation factor for me. Of learners who considered their teacher to be intimidating, 71% of their learning experience involved high levels of physical activity interestingly though is this is only a total of 5 videos (compared to the 47 videos where intimidation was low and physical activity was high). Several of the learners describe classes with an intimidating teacher, who had high expectations, challenged student, but who also offered additional help. While those who didn't have a intimidating teacher described their teacher as one who was encouraging, calm, patient, but who had high expectations as well. However most of the learners who stated the intimidation factor was low were producing a product where most of those who considered the intimidation factor high were learning a physical sport.

48% of learners spent 60% -100% of time looking inward learning about a hobby (71% are female/29% male). 34% of learners spent 60% -100% of time looking inward learning about something academic (50% female/50% male). 17% of learners spent 60% -100% of time looking inward learning about a career (33% female/66% male). I found it interesting that males are more likely than females to look inward in educational activities involving their career than females, I would be interested to how this generalizes to the US population of today. 49% of all learners who looked inward 60%-100% of the time of the learning experience are male. Many of the learners describe experiences where they are being taught to do something and need to internally digest the concepts in order to be able to perform.
 * 4. Learners are more likely to look inward about a learning experience involving a hobby than on involving academics or career**

Out of all learners whose teacher used a high degree of humor 72 % of them stated the teacher was also high energy. Many of the learners discussed how humor was used to keep their attention, a hypnotist convincing students to do some funny things on stage, an instructor who uses various strategies to teach, a director who picks fun songs for the choir. The use of humor and high energy seems to be part of draw that brings the learners back time and again.
 * 5. Learners are more likely to consider the activity fun if the teacher uses humor and is high energy.**