* Mdnotes File Name: [[Malone1981]] * [[_Anotacions]] # Anotacions [[Malone1981]] "These studies focus on what makes the games fun, not on what makes them educational" ([Malone 1981:333](zotero://open-pdf/library/items/436RK54Q?page=1)) "Challenge is hypothesized to depend on goals with uncertain outcomes Several ways of making outcomes uncertain are discussed, including variabl difficulty level, multiple level goals, hidden information, and randomness" ([Malone 1981:333](zotero://open-pdf/library/items/436RK54Q?page=1)) "Fantasy is claimed to have both cognitive and emotional advantages in designing instructional environments. A distinction is made between extrinsi fantasies that depend only weakly on the skill used in a game, and intrinsic fantasies that are intimately related to the use of the skill" ([Malone 1981:333](zotero://open-pdf/library/items/436RK54Q?page=1)) "Curiosity is separated into sensory and cognitive components, and it is suggested that cognitive curiosity can be aroused by making learners believe their knOwledge structures are incomplete, nconsistent, or unparsimonious" ([Malone 1981:333](zotero://open-pdf/library/items/436RK54Q?page=1)) "Several of the theorists discussed in section 1 (e.g., Piaget, 1951; Bruner 1966; Berlyne, 1965; Moore & Anderson, 1969) deal with intrinsically motivated learning, and several others (e.g., Csikszentmihalyi, 1975, 1979; Eif-" ([Malone 1981:355](zotero://open-pdf/library/items/436RK54Q?page=23)) "f e r ma n, 1974) deal with intrinsic motivation in general. But none of the theories deals satisfactorily with all three of the major kinds of motivation discussed above: challenge, fantasy, and curiosity. Csikszentmihalyi, for example, presents a detailed analysis of the role of challenge in intrinsic motivation, but since he is not dealing specifically with learning, he does not mention curiosity, the most obvious intrinsic motive for learning. Similarly, Berlyne analyzes curiosity in some detail, but neglects challenge and fantasy altogether. Bruner perhaps comes closest to the taxonomy presented here by giving prominent roles to challenge and curiosity, but he does not develop the implications of either in much detail, and he does not mention fantasy. Piaget does a very admirable job of synthesizing all three elements into a coherent theory. To greatly oversimplify his theory for the purpose of comparison, he claims that people are driven by a will to mastery (challenge) to seek optimally informative environments (curiosity) which they assimilate, in part, using schemas from other contexts (fantasy). But, though a number of people have applied Piaget's ideas to educational practice (e.g., Furth, 1970; Kamii & DeVries, 1977), the implications of his theory for instruction are often ambiguous or extremely general (Groen, 1978)." ([Malone 1981:356](zotero://open-pdf/library/items/436RK54Q?page=24)) "Challenge" ([Malone 1981:356](zotero://open-pdf/library/items/436RK54Q?page=24)) "Goals" ([Malone 1981:356](zotero://open-pdf/library/items/436RK54Q?page=24)) "F r a m e w o r k or a Theory of Intrinsically Motivating Instructio Challen I. A. Goa goal 1. Personally meaningfu easily generated goal 2. Obviou or 3. Performance feedbac B. Uncertain outcom leve 1. Variable difficult a. determined automatica learne b. chosen by skil c. determined by opponent' 2. Multiple level goal a. score-keepin b. speeded response 3. Hidden informatio 4. Randomnes C. Toys vs. tools Self-estee D. Ih Fantas fantasie A. Intrinsic and extrinsi fantasie B. Cognitive aspects of fantasie C. Emotional aspects of Curiosi IIh Optimal leve of informational complexit A. Sensory curiosit audio an visual effects B. Cognitive curiosit 1. "Good form" in knowledge structure a. complet b. consisten c. parsimoniou 2. Informative feedbac a. surprisin b. constructiv" ([Malone 1981:357](zotero://open-pdf/library/items/436RK54Q?page=25)) "Uncertain Outcome." ([Malone 1981:358](zotero://open-pdf/library/items/436RK54Q?page=26)) "Variable Difficulty Level" ([Malone 1981:358](zotero://open-pdf/library/items/436RK54Q?page=26)) "Multiple Level Goals" ([Malone 1981:358](zotero://open-pdf/library/items/436RK54Q?page=26)) "Hidden Information." ([Malone 1981:359](zotero://open-pdf/library/items/436RK54Q?page=27)) "Randomness ." ([Malone 1981:359](zotero://open-pdf/library/items/436RK54Q?page=27)) "Toys vs. Tools." ([Malone 1981:359](zotero://open-pdf/library/items/436RK54Q?page=27)) "Self-esteem" ([Malone 1981:360](zotero://open-pdf/library/items/436RK54Q?page=28)) "Fantasy" ([Malone 1981:360](zotero://open-pdf/library/items/436RK54Q?page=28)) "Intrinsic and Extrinsic Fantasies" ([Malone 1981:360](zotero://open-pdf/library/items/436RK54Q?page=28)) "Cognitive Aspects of Fantasy" ([Malone 1981:361](zotero://open-pdf/library/items/436RK54Q?page=29)) "Emotional Aspects of Fantasy." ([Malone 1981:362](zotero://open-pdf/library/items/436RK54Q?page=30)) "Curiosit" ([Malone 1981:362](zotero://open-pdf/library/items/436RK54Q?page=30)) "S e n s o r y Curiosity." ([Malone 1981:363](zotero://open-pdf/library/items/436RK54Q?page=31)) "Cogni t i v e Curiosity" ([Malone 1981:363](zotero://open-pdf/library/items/436RK54Q?page=31)) "I n f o r ma t i v e Feedback ." ([Malone 1981:364](zotero://open-pdf/library/items/436RK54Q?page=32)) "(a) To engage a learner's curiosity, feedback should be surprising" ([Malone 1981:364](zotero://open-pdf/library/items/436RK54Q?page=32)) "b) To be educational, feedback should be constructive" ([Malone 1981:364](zotero://open-pdf/library/items/436RK54Q?page=32))