Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/5051
Title: The surprising truth about how metaphor motivates e-learners
Authors: Nagel, Lynette 
Blignaut, Seugnet 
Cronje, Johannes C 
Keywords: Motivation;Metaphor;Engagement;Competence;Autonomy;Facilitation
Issue Date: 2011
Publisher: Ascilite
Source: Nagel, L., Blignaut, S. & Cronje, J. (2011). The surprising truth about how metaphor motivates e-learners. In G. Williams, P. Statham, N. Brown & B. Cleland (Eds.), Changing Demands, Changing Directions. Proceedings ascilite Hobart 2011. (pp.880-890)
Abstract: Motivation and engagement is hard to maintain in e-learning. Metaphor entertains and motivates participants in virtual environments. After teaching and researching several courses designed around metaphors, we examined its effect on intrinsic motivation in a course based on a virtual soccer tournament. Using a qualitative methodology to investigate students’ use of metaphor in communications, the Cognitive Evaluation Theory (Deci, Koestner, & Ryan, 2001) served as framework to analyse the relationship between the metaphor and intrinsic motivation. We found that there was more copious use of metaphor in the online social discussions, and that it was used for targets of immediate importance and emotional value. Scarce metaphors in reflective journals mapped onto the learning experience. Social constructivist course design required engagement from students that supposed motivation. Unmotivated students were passive, and disrupted the activities of others. Disengaged students can erode motivation of others who become helpless, lose autonomy and feel incompetent.
URI: http://hdl.handle.net/11189/5051
Appears in Collections:FID - Conference Proceedings

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