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Thomas W. Malone. First published: October 1981. https://doi.org/10.1207/s15516709cog0504_2. Citations: 1,049. †. This article is based on the author's Ph.D. dissertation submitted to the Department of Psychology, Stanford University.
Malone, T. W. (1981). Toward a theory of intrinsically motivating instruction. Cognitive Science, 5(4), 333–369. https:// https://doi.org/10.1207/s15516709cog0504_2. Abstract. First, a number of previous theories of intrinsic motivation are reviewed. Then, several studies of highly motivating computer games are described.
1 de oct. de 1981 · Furthermore, when the times spent playing the game are transformed to utilities according to a plausible model of choice behavior, neither the boys' dislike of verbal constructive feedback nor the girls' liking of music are significant (see Malone, 1981).
1 de sept. de 2020 · This chapter draws on the theory of Thomas Malone and describes a number of features of intrinsically motivating environments, such as responsiveness, curiosity, challenge, and fantasy.
What makes things fun to learn? How can instruction be designed in a way that captivates and intrigues learners as well as educates them? As the above quotation from Plato illustrates, these are not new questions. But there will be two new aspects in my treatment of them.
1 de oct. de 1981 · These studies focus on what makes the games fun, not on what makes them educational. Finally, with this background, a rudimentary theory of intrinsically motivating instruction is developed, based on three categories: challenge, fantasy, and curiosity.
Summary. Malone’s theory of intrinsically motivating instruction is based on three cate-gories: Challenge is hypothesized to depend on goals with uncertain outcomes. Several ways of making outcomes uncertain are discussed, including variable difficulty level, multiple level goals, hidden information, and randomness.
