When individuals take actions whether simple or complex, chances are they are responding to a motivating factor. It is widely agreed that there are reasons behind most if not all actions people take.
The nature of these motivating factors and how to leverage them has been the concern of psychologist and behavioral experts. Beyond these people, leadership experts, educational practitioners, and other professionals have also taken a keen interest in motivation, as it is key to coaxing out expected results.
Intrinsic motivation and extrinsic motivation
A major discovery in the subject of motivation is that these factors that spur actions are either internal or external to the individual. Hence the study of extrinsic and intrinsic motivation.
While extrinsic motivation relies on an external reward for doing an action, intrinsic motivation stems from the individual—out of will and interest in the activity.
Our focus will be on intrinsic motivation, how they occur and how they can be applied by L&D teams to inspire participants in eLearning courses.
Understanding intrinsic motivation to eLearning
It is important to note that intrinsic motivation does not entail the total absence of a reward, rather it means that the reward the individual gets is internal. This will help L&D teams when creating eLearning modules.
The duty of an eLearning designer is to craft the course to appeal to critical internal motivators within the target learner. These internal motivators could be:
- Curiosity and satisfaction from new knowledge.
- The thrill of a challenge and feeling of competence.
- A sense of purpose and
- A feeling of control.
These are manifestations of the self-determination theory of motivation.
How to build intrinsic motivation into eLearning modules
Here are a few ways you, as an eLearning designer, can leverage intrinsic motivation in your eLearning course.
- Emphasize commitment from the outset
Early on in the course, present the program as a commitment to a worthy challenge. The idea is to engage the motivator within the individual linked to competence.
To do this, provide forms that allow the participant to commit to a learning objective. Ensure the course description details the requirements and nature of the course as well as the expected learning outcomes. This should build up anticipation in the learner but that’s not all.
- Design the course to highlight progress
When learners feel they are making progress, they feel competent and are more likely to stay on course. Therefore create a feel of competence and consistency throughout the eLearning course.
Divide the course content into manageable progressive modules and sub-sections punctuated with tasks, quizzes, feedback, and recognition. Highlight the knowledge and skills they’ve acquired so far.
- Build in scarcity and quest
Carefully incorporate a prerequisite system to create a perception of scarcity and at the same time a motivation to carry on with the course. If learners know they can only access an aspect of a course after concluding the preceding section, they are triggered internally to do the needful.
Unlocking a new level may not be enough external reward, but it sparks the thrill of challenge within the individual.
- Apply social proof
Finally, allow eLearning participants to share their progress and achievement with peers. Not only does this motivate other learners, but it also builds a sense of purpose within the individual that propels the learner to achieve more.
