Enhancing Intrinsic Motivation in Students
Fueled by
Self-Directed Learning (SDL)
and
Problem-Based Learning (PBL)
References
Habgood, M. P. J., and Ainsworth, S. E., (2011). Motivating Children to Learn Effectively: Exploring the Value of Intrinsic Integration in Educational Games, Journal of the Learning Sciences, 20: 169-206.
Huang, W. H., Huang, W. Y, and Tschopp, J., (2010). Sustaining iterative game playing processes in DGBL: The relationship between motivational processing and outcome processing, Computers & Education, 55: 789-797.
Loyens, S. M. M., Magda, J., and Rikers, M. J. P., (2008). Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning. Educational Psychology Review. 20: 411-427.
Lee, Y. M., Mann, K. V., and Frank, B. W. (2010). What Drives Students' Self-Directed Learning in a Hybrid PBL Curriculum. Advances in Health Science Education, 15:425-437.
Marzano, R. J., (2007), The Art and Science of Teaching, ASCD, Alexandria, VA
Patterson, D. S., Jolivette, K., and Crosby, S. (2006). Social Skills Training for Students Who Demonstrate Poor Self-Control, Social Skills Training, Spring, 23-7.
Reiss, S., (2004). Multifacted Nature of Intrinsic Motivation: The Theory of 16 Basic Desires, Review of General Psychology, 8: 3, 179-193,
Wurdinger, S., and Rudolph J., (2009). A Different Type of Success: Teaching Important Life Skills, Through Project-Based Learning, Improving Schools, 12:2, 115-129.
And more to come
