As we reach the close of another semester, I reflect on the many conversations I’ve about artificial intelligence and its impact on teaching in higher education. There is great concern of how to maintain academic integrity in the age of artificial intelligence (AI). I think that as we continue to see how artificial intelligence influences our classrooms that it is important to return to some of the timeless principles of teaching. One of the principles that has come to mind for me in my conversations about AI and teaching is the importance of motivation. Motivation is a powerful component of student engagement and success. Daniel Pink’s motivation framework of autonomy, mastery, and purpose can serve as a guide for instructors seeking to enhance the learning experiences of their students and to attempt to diminish the temptation of using artificial intelligence. While the original framework was intended for the business environment, instructors can leverage this framework in their classrooms to increase student motivation, promote meaningful learning outcomes, and, hopefully, explain to students why they shouldn’t overly rely on AI tools to supplant their learning.
Autonomy
Autonomy lies at the heart of intrinsic motivation, empowering students to take ownership of their learning journey. As instructors, we can foster autonomy by providing opportunities for student choice and self-directed learning. Incorporating project-based assignments, offering flexible learning paths, and encouraging student choice in assignments can all promote a sense of ownership and accountability. By relinquishing some control and embracing student agency, instructors can create an environment where motivation increases.
Mastery
Mastery, the pursuit of continuous improvement and skill development, is another key driver of motivation in the classroom. Instructors play a pivotal role in scaffolding learning experiences that challenge and support students’ growth. Providing timely and constructive feedback, designing scaffolded assignments that build upon prior knowledge, and fostering a growth mindset can all contribute to students’ sense of mastery. If we can emphasize the process of learning rather than the product or end point of learning, then I think we can help ensure students don’t feel as tempted to rely on AI tools. By creating a supportive learning environment where failure is viewed as a stepping stone to success, instructors empower students to strive for excellence and embrace the journey of learning.
Purpose
Purpose infuses learning with meaning and relevance, motivating students to engage deeply with course content. Instructors can help students find purpose in their education by connecting course material to real-world issues and highlighting the broader significance of their learning journey. Incorporating discussions on the ethical implications of AI technologies, emphasizing the practical applications of course concepts, and fostering a sense of social responsibility can all instill a greater sense of purpose in students. By showcasing the real-world impact of their learning, instructors inspire students to become and remain active participants in their educational experience.
An Example – Why engage?
Dr. Heather McCune Bruhn, Assistant Teaching Professor of Art History at University Park, began to notice that her students may be using generative AI to complete assignments. As a result, she has created a video for her online courses entitled, “Why Engage?” The subtitle of the video is, “In other words, if AI can do it, why should you bother?” In this video, she gets at the heart of student motivation by sharing why it is important for students to engage in their learning in her class. She emphasizes the importance of learning about art and fully engaging in the learning process. If you’d like to check out her video, visit this link to the Kaltura recording. Whether you teach face to face or online, a similar approach could be taken to have a conversation with students as a way to emphasize the importance of engaging fully in learning without relying on AI tools to do it for them.
Conclusion
As instructors in higher education, we have an immense responsibility and opportunity to change students’ lives. That responsibility includes how we can play a role in fostering student motivation to learn. By embracing the principles of autonomy, mastery, and purpose, we can create learning environments that are conducive to student engagement and success. I encourage you to consider how you foster motivation in your teaching. We have an opportunity to promote motivation and remind students of their goals through each course and semester that we interact with students.
Looking for more?
Check out Daniel Pink’s TedTalk The Puzzle of Motivation or his book entitled “Drive.”
References
Pink, D. (2009). Drive. Riverhead Books.
AI Transparency Statement
This blog post was created using ideating and outlining with ChatGPT-3.5. Final writing and revisions were done by the author.
