Motivation Experience Research Articles

Gamifying Public Engagement on Sustainability Issues: From Motivational Affordances to the Effectiveness of Symmetrical Public Relations

This study aims to investigate the impact of gamification as applied to public relations, specifically its ability to engage the public with social issues. Using a survey of users on a corporate-sponsored sustainability-themed gamification platform (N = 417), the study examines the effects of two gamified two-way communication strategies—feedback and value co-creation—on the public’s feeling of engagement. Additionally, it explores the mediating role of motivational experiences and perceptions of the organization-public relationship in this process. The findings provide empirical evidence that gamification can enhance corporate public engagement programs by offering motivational affordances, thus creating an encouraging environment that satisfies individual users’ needs for autonomy, competence, and relatedness. Consequently, positive perceptions of the relationship with the company are strengthened, leading to increased psychological engagement. This study’s contribution to the field lies in its novel perspective on gamification research within the context of public relations, bridging the gap in empirical research regarding its effectiveness in corporate communication. It sheds light on the potential of gamification as a valuable tool for corporate public engagement.

Ціннісна мотивація праці: східноазійський досвід

The article examines the experience of value-based work motivation in modernized East Asian societies and economies of the Confucian tradition. The author considers the ontological, anthropological, civilization-cultural, socio-psychological, political-economic and applied (on the cases of Japan and China) aspects of the above mentioned problem. Performed an interdisciplinary analysis of the worldview and value-based foundations of work motivation, and various characteristic features of the labor and corporate ethics of the Confucian-tradition countries, which contributed to the phenomenal success of their post-war reconstruction, and economic and social modernization. Applied the fractal-synergistic method developed by the author, along with various tools of social philosophy, political economy, psychology, and modernization theory. The author shows that the present mode of thinking (and the corresponding value-based motivation) of a typical Western person, based on the dichotomy of the individual “I” and the outside world, turns out to be significantly more conservative and resistant to the Fourth Industrial Revolution, associated with the widespread introduction of artificial intelligence and the blurring of boundaries between inorganic, living and digital realities, than the traditionally holistic consciousness of China and the “Confucian tigers”, which perceives nature, society and human in an organic unity. This phenomenon is in sharp contrast to the eras of the first three industrial revolutions, when the West, primarily the Protestant West was the undisputed global leader in technological progress, the introduction of innovations, and the intensive growth of labor productivity. It is proved that in the newly industrialized countries of East Asia, the reformed and modernized Confucianism actually acts as a consolidating positive civil religion and a value-motivational driver of dynamic socio-economic development. The author evaluates the relevance of the East Asian experience of the value-based work motivation in the context of the transformation of societal values in Ukraine and the imperatives of the post-war reconstruction of this country’s economy. It is concluded that the communitarian-solidarist system of labor ethics inherent in East Asian countries has a significant potential for its implementation in Ukraine.

The Influence of Field Work Practical Experience and Motivation to Enter the Industrial World on the Work Readiness of Class XII Students at Vocational School State 1 Ratahan Southeast Minahasa Regency

This research aims to determine the influence of practical fieldwork experience and motivation to enter the world of work on the work readiness of class XII students at SMK Negeri 1 Ratahan Kab. Southeast Minahasa. The population in this study was all class The type of research contained in this research uses quantitative research. data collection techniques using questionnaires. Data processing uses inferential analysis techniques, Multiple Linear Regression Analysis; Regression Line analysis of variance; classical assumption test, Multicollinearity Test, Heteroscedasticity Test, Normality; F test, and t test with the help of the IBM SPSS program for Windows 25.0. The results of the research show that the general description of the experience of fieldwork practice and motivation for entering the world of work on the work readiness of class XII students at SMK Negeri 1 Ratahan is included in the high category. Fieldwork practice experience and motivation to enter the world of work influence students' work readiness by 57.3%. This research concludes that there is a positive and significant influence between practical fieldwork experience and motivation to enter the world of work on students' work readiness, both partially and simultaneously.

"Oh no, they caught it!": Vicarious experience of COVID-19, protection motivation and protective behaviors.

Utilizing the components of the protection motivation theory, this study investigated the role of close others' diagnosis of COVID-19 (as a vicarious experience) in individuals' adherence to protective behavior against COVID-19. Path analysis of online survey data from 3695 participants showed that the presence of a diagnosed close other was positively related to perceived vulnerability, while being negatively related to perceived response efficacy and self-efficacy. In addition, perceived severity and efficacy appraisals were positively associated with protective behavioral tendencies. Although efficacy appraisal mediated the relationship between vicarious experience and protective behavior, threat appraisal did not mediate this relationship. In sum, the results suggest that efficacy appraisal derived from vicarious experiences can be more consequential for protective behaviors than threat appraisal. Implications of these results on future large-scale health crises are discussed along with limitations and future directions.

Are educator-created (dis)empowering climates equally associated with motivational experiences in physical education pre-service teachers as in foreign language pre-service teachers?

Guided by self-determination theory, the objective of the present research was to examine the differences between physical education (PE) and foreign language (FL) pre-service teachers in terms of the associations between perceived educator-created (dis)empowering climates and need-based experiences and motivation. A convenience sample of 246 PE and 208 FL pre-service teachers (57.08% women, Mage=24.92, SD=4.07) participated in this cross-sectional research. All the participants came from eight Andalusian public universities: Almería (19.8%), Cádiz (5.7%), Córdoba (3.7%), Granada (32.2%), Huelva (3.5%), Jaén (4.8%), Málaga (16.1%) and Sevilla (14.1%). The participants completed the following scales: the Educator-Created Empowering and Disempowering Climate Questionnaire, the Basic Psychological Needs Satisfaction Scale, the Psychological Needs Thwarting Scale, and the Academic Motivation Scale. The results showed that PE pre-service teachers scored significantly higher than FL pre-service teachers in disempowering climate, need satisfaction and amotivation. The results from the multi-group path analysis revealed that, overall, empowering and disempowering climates were differentially associated with the motivational outcomes between the PE and FL pre-service teachers. More specifically, FL pre-service teachers had slightly higher associations between empowering climates and need satisfaction, and between disempowering climates and need frustration. Conclusions: the findings underscore the importance not only of teacher educators creating empowering climates.

Promoting speaking in the young learner classroom through task-based digital storytelling via online technology: a case study

Abstract In the young learner (YL) foreign language (FL) classroom, oracy is more important than literacy, but teaching speaking is still primarily repetitive in many contexts. Free speaking activities are difficult to create for teachers and accomplish for learners. This research investigated the ways in which imaginative digital storytelling (DST) tasks can improve oracy and the prior knowledge needed to negotiate meaning. The main data of this study, which were collected over one academic year, comprised a questionnaire of 19 Swiss Year 4 students, video and audio recordings of two dyads working on four collaborative oral DST tasks and a semi-structured interview with the four children and their class/English teacher. The results revealed that collaborative end-of-unit tasks enabled the children to creatively recycle the language learnt. Scaffolding and language support provided on the task sheet allowed a creative and personal approach to DST, which was a motivating experience. Clear guidance for classroom talk fostered collaboration and personal, social and problem-solving competences. These findings have implications for YL FL pedagogy and highlight the need for further theoretical insights into task-based DST.

Preparing future teachers for the organization of pedagogical education of parents based on the implementation of psychological and pedagogical mechanisms

This paper discusses the effectiveness of the use of psychological and pedagogical mechanisms for the preparation of future teachers for the organization of pedagogical education of parents. The work of school teachers to educate parents in respect of education, upbringing and development of children always remains relevant and requires special attention, since modern parents often experience problems associated with the organization of family education. The use of such mechanisms as stimulation of emotional experience, saturation and pedagogical support of motivation in work with future teachers is the most effective and easily implemented in the format of educational training. Training is a method of active learning, the purpose of which is to develop knowledge, skills and various social attitudes. After analyzing various sources and conducting a study on the implementation of psychological and pedagogical mechanisms for stimulating emotional experience and motivating future teachers to interact with parents, the training Positive Interaction and Motivation was developed. The use of the materials proposed by us in the organization of educational activities in a pedagogical university allows to solve the problem of preparing future teachers for the organization of pedagogical education of parents, as well as to create a positive emotional mood and increase the level of students' motivation for this type of activity.

Do illegitimate tasks matter for registered nurses’ work motivation? A cross-sectional study based on a nationally representative sample of Swedish nurses

BackgroundA challenge in Western countries is the growing need for registered nurses (RNs’) in hospitals, primary care and home healthcare. Decreasing illegitimate tasks and strengthening RNs’ work motivation are some strategies to address this challenge. ObjectiveOur overall aim was to explore the association between RNs' experiences of illegitimate tasks and work motivation operationalised as four dimensions: work engagement, opportunities to provide high-quality care, employer satisfaction and intention to remain at the workplace. To address this aim, three specific research questions were asked: (1) Is there an association between illegitimate tasks and work motivation? (2) Do the levels of reported illegitimate tasks differ between RNs working in hospitals and those working in primary care or home healthcare settings? (3) Do associations between illegitimate work tasks and work motivation differ with type of workplace? DesignA cross-sectional design. MethodsWe used responses from a stratified population of RNs in Sweden, n = 2,333, working either in hospitals, primary care or home healthcare. Calibrating weights were applied in all analyses to ascertain the generalisability of the findings. Illegitimate tasks were measured with the Bern Illegitimate Tasks Scale. Data were analysed using chi-squared tests and linear or logistic regression analysis. Interaction was measured on the multiplicative scale by adding an interaction term to the fully adjusted models. ResultsOverall, approximately 25 % of RNs reported frequently experiencing illegitimate tasks. There were statistically significant associations between higher perceptions of illegitimate tasks and lower ratings in the four dimensions of work motivation: work engagement [beta coefficient [beta] = -0.14, confidence interval [CI] 95 % = -0.18; -0.10], opportunities to provide high-quality care [beta = -0.46, CI 95 % = -0.51; -40] and employer satisfaction [beta = -0.60, CI 95 % = -0.67; -0.54]. Experiencing higher levels of illegitimate tasks also related to a decreased intention to remain at the workplace [illegitimate tasks: odds ratio = 0.32, CI 95 % = 0.27; 0.29]. RNs who worked in home healthcare reported higher levels of illegitimate tasks than RNs who worked in hospitals. ConclusionsReducing the amount of illegitimate tasks may contribute to counteracting the shortage of RNs by increasing work motivation and willingness to remain at the workplace.

Understanding consumers in-store behavior: The dual role of episode-specific motive adjustment and motive selection

Understanding purchase motivations is vital but challenging due to their unobservable, concomitant, and dynamic nature. Recent research has proposed frameworks to examine their impact on choice by treating motivations as latent states. This study contributes to this line of research by introducing the notion of “episode-specific motive adjustment,” that accounts for variations in consumers' willingness to pursue specific motives during a shopping trip. Utilizing this concept, the study uncovers valuable insights into how different types of purchase motivations influence consumer product interactions and choices. Analyzing a comprehensive dataset from multiple Indian cities, the research contributes to a theoretical understanding of and practical applications for businesses seeking to comprehend and influence consumer behavior. Theoretically, we show that consumers display diverse patterns of in-store product engagement behavior as they adjust the intensity of instrumental and experiential motives across purchase episodes. Furthermore, we illustrate that the relationship between willingness to pursue a motive (motive intensity) and the likelihood of making a choice follows distinct functional patterns. We highlight the significance of considering individual-level heterogeneity and dynamic behavioral patterns to enhance consumer experiences and purchase decisions. Practically, this research identifies the key drivers that influence motive intensity in stores, providing managers with insights to optimize store layouts and effectively influence consumer purchase motives that align with their business objectives. Emphasis is placed on context-specific strategies, as the impact of these drivers varies with purchase context.

Building Motivation for Learning Indonesian Language: Psychological and Social Strategies

Acquiring proficiency in Indonesian involves diverse psychological and social elements shaping learners' motivation. This abstract examines strategies to enhance motivation for Indonesian language acquisition, drawing from psychological and social insights. Understanding these strategies is pivotal for educators and learners to optimize language learning outcomes. This study adopts a mixed-method approach, integrating quantitative and qualitative analyses. Data collection includes surveys identifying intrinsic and extrinsic motivational factors impacting Indonesian language learning, alongside in-depth interviews to delve into students' motivational experiences. Quantitative analysis involves descriptive and regression statistical techniques to reveal relationships between motivational factors and language proficiency. Qualitative analysis employs coding and thematic processes to uncover motivational patterns from interviews. Results highlight intrinsic factors like personal interest and satisfaction as key in sustaining motivation. Meanwhile, extrinsic factors such as recognition also influence motivation significantly. These findings stress the importance of a holistic approach to motivation in language learning. Implications underscore educators' need to address both intrinsic and extrinsic motivators in designing effective learning strategies. Utilizing a comprehensive psychological and social framework, educators can create supportive environments fostering higher Indonesian language proficiency. This can positively impact academic performance and personal growth.

Learning through Challenges and Enigmas: Educational Escape Room as a Predictive Experience of Motivation in University Students

(1) Background. One of the most innovative gamification techniques emerging in the current educational context is the escape room, whose implementation aims to promote student motivation and learning. A review of the literature shows that many of the previous works lack a solid theoretical basis when it comes to explaining the motivational effects associated with student participation in this experience. Therefore, the aim of this study is to analyze the relationship between gamification and motivation and identify which dimensions of gamification experience—through an educational escape room—better predict students’ motivation, based on the framework of self-determination theory. (2) Methods. This research develops a quantitative and correlational methodology. A total of 135 first-year university students participated. (3) Results. The results of the regression models showed that creative thinking, activation, and dominance predicted intrinsic motivation toward knowledge, achievement, and stimulating experiences. Likewise, a higher level of negative affect was predictive of amotivation and external regulation motivation in students. (4) Conclusions. These findings provide new empirical evidence that could guide the design of educational experiences through escape rooms in the context of higher education.

“It is worth hanging in there” – Psychotherapeutic experiences shaping future motivation for outpatient psychotherapy with refugee clients in Germany

BackgroundA high prevalence of mental disorders in refugees contrasts with a low rate of treatment and limited access to health care services. In addition to pre-, peri- and post-migration stress, language, cultural barriers together with lack of information about cost reimbursement, and access to German (mental) health care institutions are discussed as barriers to use of available services. Such barriers together with insufficient experience of treating traumatized refugee clients may lower therapists’ motivation and facilities to accept refugee clients. A model project called “Fearless” trained, and supervised therapists, translators, and peer counsellors to reduce these barriers and increase therapists’ motivation and engagement in future treatment of refugees.MethodsFrom a total 14 therapists participating in the project N = 13 were available for semi-structured interviews. The interviews were scheduled during or after their outpatient psychotherapy of refugee clients and lasted one hour on average. Based on qualitative assessment strategies, open questions addressed the therapists’ experience of challenges, enrichments, and motivation throughout the therapy. Therapists’ responses were analyzed using content structuring qualitative content analysis.ResultsThree major challenges modulated therapists’ future motivation for treating refugee clients: specific bureaucratic efforts (e.g., therapy application), organizational difficulties (e.g., scheduling appointments), and clients’ motivation (e.g., adherence, reliability). Still, most interviewed therapists (n = 12) evaluated the therapy as enriching and expressed their motivation to accept refugee clients in the future (n = 10).ConclusionResults recommend the reduction of bureaucratic effort (e.g., regular health insurance cover for all refugees) and implementation of organizational support (e.g., peer counsellors) in support of therapists’ motivation for future treatment of refugee clients. Further structural support e.g., with organizing and financing professional translators and referring refugee clients to psychotherapists should be deployed nationwide. We recommend the training in, and supervision of, the treatment of refugee clients as helpful additional modules in psychotherapy training curricula to raise therapists’ motivation to work with refugee clients.

Fostering flow experiences at work: a framework and research agenda for developing flow interventions.

Flow, the holistic experience of intrinsic motivation and effortless attention, is positively associated with job performance, work engagement, and well-being. As many individuals struggle to enter and maintain flow states, interventions that foster flow at work represent valuable catalysts for organizational and individual improvement. Since the literature on work-related flow interventions is still sparse, this article aims to provide a foundation for the systematic development of these interventions. Through a narrative review of the empirical and theoretical field, we develop a comprehensive framework with three dimensions, (1) the intervention aim (entering, boosting, or maintaining flow), (2) the target (context, individual, or group), and (3) the executor (top-down or bottom-up), for systematically classifying flow interventions at work. We complement the framework with guiding questions and concrete starting points for designing novel interventions. In addition, we explain how to build on these dimensions when operationalizing flow as the outcome variable in evaluating intervention effectiveness. By acknowledging individual and situational variability in flow states and the contingent limitations of flow interventions, we offer a broad perspective on the potential for fostering flow at work by using adaptive interventions.

Second language learning role-play: effects of patient and doctor roles on motivation and competence.

Role-playing has motivated foreign language learners for decades. In doctor-patient medical consultation role-plays, the doctor role has always been considered an important learning opportunity, whilst the patient role remained obscured. Our study, therefore, had a dual focus. We first explored how intrinsic motivation changes medical second-language (L2) learning through the lens of self-determination theory. We subsequently examined if playing the role of the patient provides additional value to medical L2 learning. We performed a mixed-methods study using a one-group pretest-posttest design. Participants were 15 student volunteers learning medical Dutch through peer role-play in medical consultations. Students completed a questionnaire before and after the course that measured changes in their intrinsic motivation to experience stimulation (IMES), feeling of relatedness, and feeling of competence. We also measured students' competence through a peer-rated checklist and the final course grades. At the end of the course, the students participated in semi-structured interviews to discuss their experience acting as patients. The data were subjected to the Wilcoxon signed-rank test and a thematic analysis. The pre- and post-questionnaires revealed that students' IMES as well as their feeling of relatedness increased. Their self-perceptions, feeling of competence, peer assessments, and final course grades demonstrated that students were competent in medical L2. Our thematic analysis led to the identification of five themes of the role-play exercise for medical L2 learning: (1) motivational experience, (2) supportive peer interaction, (3) setting up a role-play environment for medical L2 learning, (4) utilizing the patient role to benefit medical L2 learning, and (5) a novel patient perspective on the doctor's role. Our study found that role-play, by enhancing students' intrinsic motivation, feeling of relatedness, and competence development, aids the medical L2 learning process. Interestingly, playing a patient role in medical consultation was also found to support this process. We welcome future controlled experiments to confirm the positive impact of playing the role of the patient in medical consultation.

STUDENTS’ EXPERIENCES ON LEADERSHIP AND MOTIVATION IN GROUP WORKS

Completing a group assignment may be difficult if group members are uncooperative. Therefore, it is essential for group assignments to have an effective leader who can manage group members through group work. Regarding this, this study seeks to examine the leadership and motivational experiences of students engaged in group work. The study employed a qualitative case study approach, and the data for this study were gathered through individual interviews with ten students selected by purposive sampling. The results of this study indicate that the ten students who participated in group work activities had positive leadership and motivational experiences, including defined roles and responsibilities as well as enhanced confidence and communication skills. This study provides insight into the leadership and motivational experiences of L2 students that contributed to the success or failure of group work in a classroom.

Teaching the Use of Gamification in Elementary School: A Case in Spanish Formal Education

Gamification is an educational methodology and tool that offers benefits through mechanics and dynamics. It brings motivating experiences and benefits to the instructional design approach. Several studies highlight that this methodology fosters contributions in commitment, fun, enthusiasm, motivation, satisfaction, and interaction in pedagogical contexts. The sample of 308 teachers was obtained after the mass delivery of the instrument to educational centers in Spain. The sample is nonprobabilistic, and the study participants voluntarily answered the survey. Of the participants, 69.8% were women and 30.2% were men; this proportion is representative of the population of teachers. A descriptive analysis is based on three dimensions: most used programs, devices used, and didactic functionality. These data are triangulated with an analysis through the HJ-Biplot method, which is presented as a multivariate graphical representation of the data from an Xnxp matrix. This analysis details findings on the determining role played by the teacher and the relationship between years of experience, age, devices used, and resources used, detected with descriptive and bivariate analyses. Among the conclusions are that the subjects positively value training in digital teaching competence in terms of gamification, although in real daily practice only 30% of teachers claim to use gamified tools. Gamification provides collaborative and innovative benefits in relation to its didactic functionality.

From motivational experience to creative writing: A motivational AR-based learning approach to promoting Chinese writing performance and positive writing behaviours

The ability to write is one of the key literacies required by students in relation to 21st century skills and is an emphasis of early education. Although the ability to write is a vital foundation for further education, due to the lack of authentic experience and limited instructional methods, cultivating writing ability in the early stage of education is still a significant challenge for students in elementary schools. Therefore, the majority of students are not able to actively engage in the process of learning to write. To address these problems, this study proposes a motivational AR-based (MAR) learning approach to support students in learning to write, which not only provides an authentic learning environment, but also aims to motivate students' active writing. Its effects were verified through a quasi-experiment. A total of 47 elementary school students from China were invited to participate, and were assigned to either an experimental group (EG) which was exposed to the MAR approach or the control group (CG) which was exposed to the motivational learning approach in a conventional environment (MC). The results showed that the proposed MAR learning approach improved the students' writing performance in terms of feature descriptiveness and thinking innovation. It can be found that, compared with the CG, the achievement gaps between the low- and high-engagement students were much larger in the EG. In addition, the sequential pattern analysis results showed that students who learned with the MAR learning approach concentrated more on the process of observation than those who learned with the MC learning approach, and they tended to exhibit less distracted behaviours. To sum up, the proposed MAR learning approach was effective in terms of facilitating elementary school students’ writing education. The main contribution of our study is that it provides evidence for the effectiveness of the proposed MAR learning approach and opens up opportunities for future studies which aim to further explore its impacts in different designs of writing learning activities.

Enhancement and Communication of Ancient Human Remains through VR: The Case Study of Sexual Dimorphism in the Human Skull

Over the last years, the exponential progress of technology introduced a broader population of researchers and developers to the use of Virtual Reality (VR) devices in numerous contexts, e.g., gaming, simulations, and culture dissemination. Recently, cultural heritage has also been supported by motivational experiences and other improvements designed explicitly for specific users (visitors, researchers, and domain experts). In this context, we propose a protocol within a digital environment, using innovative, non-invasive, and non-destructive methods for the technological enhancement, education, and dissemination of ancient human remains. The presented case study is focused on sexual dimorphism in the human skull; several 3D models are digitally generated from female and male skull references exploiting an algorithmic approach with statistical analysis, e.g., Principal Component Analysis (PCA); then, the models are made available in a virtual environment with a Head Mounted Display (HMD) and can also be interacted with via a touchless approach (hands-free). Tests conducted with segmented populations provided promising results.

Virtual Group Appointments Improve Outcomes in Veterans with Heart Failure During a Global Pandemic: A Quality Improvement Project.

This report on a quality improvement initiative describes a multi-professional approach to improving self-care behaviors and reducing hospitalizations in Veterans with heart failure (HF) by implementing virtual group appointments. Patients with HF are more susceptible to complications related to COVID-19 infection, creating the need for alternative communication methods for patient education during the social isolation and reduced health-care resources brought on by the global pandemic. From March 2020 to June 2021, 57 Veterans participated in 1 of 12 group appointments at the VA Portland Health Care System in Portland, Oregon. Each group was led by a multi-professional team who provided education on self-care behaviors, nutrition, medications, and mental health impacts of HF. Chart reviews and pre-/post-self-care behavior questionnaires showed that the virtual group HF appointments were associated with a decrease in hospitalizations, compared to previous data with the same population, and self-reported self-care behaviors improved from pre- to post-questionnaire. Group appointments offer a unique educational and motivational experience for those with HF and provide the ability to engage with each other during challenging times.

Investigating the consequences of experiencing directed motivational currents for learners’ beliefs and self-perceptions

ABSTRACT Directed Motivational Currents (DMCs) construct proposed by Dörnyei and his colleagues [2015. “Directed Motivational Currents: Regulating Complex Dynamic Systems Through Motivational Surges.” In Motivational Dynamics in Language Learning, edited by Z. Dörnyei, P. D. MacIntyre, and A. Henry, 95–105. Bristol, UK: Multilingual Matters. doi:10.4324/9781315772714; 2016. Motivational Currents in Language Learning: Frameworks for Focused Interventions. New York: Routledge. doi:10.4324/9781315772714] identifies a particular motivational experience in which individuals engage in periods of intense and stable motivation in pursuit of a well-defined target goal. This study argued that success or failure in achieving the target goal of DMCs might have some associated experiences for those who undergo this particular type of motivation. This study, therefore, used a qualitative approach to examine various experiences that might be associated with goal un/accomplishment in DMCs. The results of the interview data analysis revealed that success or failure in achieving the well-defined target goal affected self-efficacy beliefs, language learning mindsets, mood, self-enhancement and personal approach toward learning. The implications of the study and suggestions for further research are presented.