2. Change is HARD
As instructors, it is hard to know what you need to do when
students have the knowledge they need, but still aren’t
doing the right things.
Humans are creatures of habit.
Habits are formed based on personal experience.
WHAT THIS
MEANS: MORE
KNOWLEDGE
WON’T HELP
3. Consequences
There is no reason to change habits or actions when there is not an
immediate consequence for doing so. Delayed or future consequences
are often too abstract to warrant behavioral change, especially if the
immediate consequence provides positive or immediate satisfaction.
• Eat an entire box of donuts.
Action
• Donuts are yummy.
Immediate
Consequence
• Upset stomach.
Delayed
Consequence
E
X
A
M
P
L
E
4. “I know, but…”
It may seem obvious that if you tell someone that if they eat a whole
box of donuts, they will likely get sick. So why is it that when logic tells
someone they shouldn’t do something, they choose to do it anyway?
You should buckle up
every time you get in a
car; accidents are
dangerous.
“I know but, we are
only going down the
road.”
“I know but, I’ve driven
this road a thousand
times before.”
“Seatbelts are
lame.”
Smoking is bad for you.
“I know but, nicotine
calms my anxiety.”
“I know but, I really
don’t smoke that many.”
“There are worse
things than
smoking.”
Exercising every day is
good for your health.
“I know but, I am
too busy.”
“I know but, I don’t like
feeling sore.”
“Does eating count
as exercise?”
5. Two Brains
Previous knowledge, personal experience, habits, and the
reward of immediate satisfaction often prevents students
from making the logical choice.
The conscious, logical, rational side of the brain “knows”
what should be done.
However, the automatic, emotional, visceral side of the brain
disregards the “know” and takes charge of the “do”.
CHANGE IS HARD
6. "It's not about tricking your learners into
compliance. Instead, it's about designing
environments that make it easier for
learners to succeed.
The experience they have when they are
learning about something can make a
difference in the decisions they make later."
-Julie Dirksen (2016)
7. So what are some strategies
we can use to motivate
learners?
Technology Acceptance Model (TAM)
Diffusion of Innovation Model
Self-Efficacy
8. Technology Acceptance Model (TAM)
The TAM model is beneficial when deciding how to strategically
design for motivation. It determines what variables affect a learner's
ability to adopt a new technology by using two perception
strategies:
• Does the learner find the change useful to them?
Perceived Usefulness
• Does the learner find the change easy to implement and
utilize?
Perceived Ease of Use
TAM helps when designing anything that requires
adopting a new technology, practice, or system.
9. Questions to ask when
designing with TAM in mind…
Is the behavior useful?
How will the learner KNOW that it is useful?
How easy is it to use?
If it isn't easy, what can be done to change
that?
10. Diffusion of Innovation
An analysis of the perceived attributes that affect whether a learner
chooses to adopt or reject a new behavior. This model proposes
that any new behavior or skill will be slow to catch on as groups of
learners gain skills needed to be successful.
Relative
Advantage
Degree the innovation is perceived as better than a pre-
existing idea?
Compatibility Degree to which an innovation is perceived to align with
pre-existing values, past experiences, and user's needs.
Complexity Degree of difficulty to use.
Observability Degree of visible results to peers.
Trialability The opportunity to experiment with the innovation within
limitations.
11. Self-Efficacy
Confidence is key. Instilling a continued belief of
success and self-confidence is all it might take to
motivate positive change. Using social learning
experiences that offer collaborative communication,
positive reinforcement, and continued mentorship
and encouragement, as well as streamlining content
to ensure it is authentic, easy to use and digest, and
ultimately useful, will help learners to feel confident
in making and adopting new behaviors and
innovations.
“I think I can…I think I can…”
12. SUMMARY
Two kinds of motivation need to be considered: Motivation to LEARN, and
motivation to DO.
"I know, but…" means that designing for motivation is needed.
Delayed rewards or consequences affect behavioral change.
Learning from experience is GOOD. Learning the wrong thing is BAD.
Visible feedback and consequences are the most common motivation
challenges.
Humans are creatures of habit.
Learners are INFLUENCED, not controlled.
Learning design is successful when learners see something as useful and easy
to use.
It is best to learn by observation and by DOING.
Self-efficacy is vital to learner success.
Overcoming anxiety or fear with practice and support will help build learner
confidence.
