Week 7 - Motivation Analysis Report on a Game or Interactive Learning Program

 

My 3 years old son, Kyle, enjoys watching “Super Why!”, an animated learning series program that helps children learn to read through interactive classic stories adventures.  The literacy-powered superheroes: Alpha Pig with Alphabet Power, Wonder Red with Word Power, Princess Presto with Spelling Power, Super Why with the Power to Read, and Super You (the Home Viewer – ex: my son) with the Power to Help are the “Super Readers”.  They can jump into the stories to find the answers to question about everyday problems using their special reading powers.

With the interesting story, super heroes characters and the problem that happened in our real daily life, all these makes Kyle engaged in this interactive learning program.  Just as Expectancy-Value Theory, able to be a superhero in this interactive TV program to help solve problem would be the motivator of children to learn alphabet skills, word spelling, comprehension and vocabulary, etc.  The children believe in their own efficacy that they can complete the task successfully with the Super Readers.  It is an intrinsic motivation because Kyle enjoys the whole learning journey with super heroes to solve the problems together. 

Super Why! is a successful interactive multimedia learning program.  Not only they have TV series, they also have interactive learning games and activities that can motivate users to play with letters, sounds and words using the following Six C’s strategies:

Choice – In the online games, there are options of spelling, reading games, etc.  Children can chose a game that they enjoy playing, thus motivation to learn increases. 

Challenge –The challenge in the game activities consists of easy and difficult level to increase learning challenge based on students’ ability.  Just beyond the children’s skill level would be perfect to maintain motivation toward continue learning. 

Control – if children are involved in the process, they will be more responsible and independent learners.  In Super Why!, as content are interactive, children can decide their own process.

 

Collaboration – if children watch the program or play the games together, this can help enhance their thinking and learning further as they can share their knowledge or thinking to each other through social interaction. 

Constructing Meaning – when children understand their goals, their motivation to learn increases. 

Consequences – children get to help solve the problem of a super heroes TV program and thus motivation increase as it creates a confidence on their achievement.

         I can apply the successful factors and motivators of Super Why! to classroom by giving students an open-ended group presentation project.  In order to enhance students' motivation, I will start with giving students options to make their selection of their own tasks.  I will explain to the students the objectives, then monitor the progress of each group and provide feedback based on their progress.  This can help increase motivation and thus make the effect of learning more powerful.

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