Exposure to information increases motivation to learn more

Abstract

Low motivation to learn in undergraduate general education courses hinders learning. Research has identified strategies that increase motivation to learn before students are asked to learn content (e.g., outlining the utility of the course material for future careers). Extending this work, we propose that learning any material in a course may beget motivation to learn more, in line with the notion that the process of learning itself may spark curiosity and interest. Across three populations (college-aged individuals on mTurk, large public university students, and small private university students), we found that watching a TED Talk video (i.e., exposure to new information, learning) pertaining to any topic led to an increase in motivation to continue learning about that topic and other topics more generally. These results reveal a need to broaden models of motivation to consider the importance of exposure to content to increase motivation to learn.

The Effectiveness of Problem Based Learning-Based Interactive Multimedia for Elementary School Students

“…So that in the development of interactive multimedia based on problembased learning, it is necessary to pay attention to how to deliver the material. In order for students to be involved in learning activities, the subject matter must be delivered more attractively (Ditta et al, 2020). This is because the delivery of interesting material can affect students' motivation to learn (Kılıç, 2021).…”

Comparing The Effect of Virtual and Face-to-Face Education on Learning Motivation and Procrastination in Elementary School Students During the Coronavirus Pandemic (COVID-19)

“…Rajaei Harandi (2015) also show that learning motivation is higher in virtual education. According to the findings of Ditta et al (2020), e-learning in students' learning can increase the motivation for further learning. The results of these studies are inconsistent with the results of the present study on the effect of virtual education.…”

Znanje srednjoškolaca o homoseksualnoj orijentaciji i sklonost diskriminaciji homoseksualnih osoba

“…This finding is important because tendency to discriminate is a measure of behavioral intention, which in turn is the most important predictor of actual behavior (Ajzen, 1991 In addition, this finding indicates that, when it comes to knowledge about social groups, simple exposure to information (for example, completing a questionnaire examining knowledge on a topic) is not a sufficient motivator for further learning about a topic, as shown in some research (Ditta et al, 2020). Teachers who choose to teach about homosexuality in school should be aware that it is not enough to expose students to new information once or superficially, but to devote more time and repeatedly expose them to information in order to achieve the end goal.…”

“…In the context of education, this way of human brain functioning can be particularly problematic. On the other hand, some research in educational psychology shows that exposure to information on a particular topic can increase motivation for further learning on the topic (Ditta et al, 2020), especially if the knowledge is new, surprising and students perceive it as useful (Fletcher et potencijalno praktično važne onima koji će u sklopu obrazovnog sustava poučavati o tome.…”