Motivation and emotion/Book/2023/Motivational technologies

Motivational technologies:
How can motivation be fostered through technology?

Multimedia presentation (3 min)

Overview

Case study Emotion_Time_-_joy_-_female Elise is a young woman who is trying to train herself to be a healthier and happier individual. She has seen her friends use their smartwatch to track and share their fitness journey programs. All while connecting to people within the fitness community for inspiration and support. She likes the feedback provided by the small ‘ding’ noise and badge that appears when her friends have achieved their daily step count. In her efforts, she purchases a smartwatch and sets up her own personal profile, connecting with her friends. By sharing motivational fitness milestones with her peers, Elise not only manages to meet her daily step target but also feels like a positive contributor to her community. The daily badges she earns serve as a tangible sign of her accomplishments, which she eagerly shares with her friends, reinforcing the idea that her hard work is recognized and celebrated.

Figure 1. Image showing technology aided learning through a learning management system

Motivational technologies, often referred to as "motivational tech," represent a category of technologies designed to influence user behaviour positively. As the name suggests, these technologies primarily aim to motivate and persuade individuals to make choices that are beneficial to their overall well-being. The application of motivational technology is especially prominent in health and safety, where motivational technologies are used to promote healthy lifestyles, such as fitness applications, and enhancing safety measures, similar to transport safety apps. The Motivational Technology Model (MTM) is a framework in which technology is designed to satisfy a user’s psychological needs. The model outlines that technology's interactive elements, customization options and navigational capabilities can effectively cater to the fundamental human needs of relatedness, autonomy, and competence (Sundar et al,. 2015). When strategically utilized, MTMs can satisfy these psychological needs, contributing to the overall well-being and motivation of users. The MTM serves as a valuable reference in understanding how technology can be harnessed to enhance user motivation and engagement.

It is important to understand that these technologies aim to go beyond just changing outwards behaviour, but also instigate deeper psychological changes and facilitate knowledge acquisition for users, thereby contributing to their personal development (Wallius et al,. 2022). The crux of motivational technology is that it is customizable to fit the users personal preferences and needs.

Focus questions: What is motivational technology? How can technology be used to influence motivation? How does motivational technology fit into someone's day to day life?

Types of motivation

Figure 2. One player is playing to win a trophy (Extrinsic Motivation) whilst another player is playing because they enjoy it (Intrinsic Motivation).

Intrinsic motivation refers to the drive that stems from personal satisfaction, genuine interest, and the sheer joy of the task at hand, while extrinsic motivation is rooted in pursuing a specific outcome or doing something with the expectation of a tangible reward (Ramírez‐Andreotta et al., 2019).

When it comes to our own wellbeing, what factors of motivational technology can intrinsically and extrinsically drive us? When we look through a fitness lens at a FitBit, we can see that using a wearable device that monitors our personal exercise and health journey, giving us praise and reminders of our fitness progression can give us a sense of inner personal accomplishment; this is intrinsic. However, if we were to use a FitBit to track our progress for an online social media challenge, strictly to impress all of our friends, we are extrinsically motivated by the prize of social approval and gain of external validation.

Extrinsic motivation

Extrinsic motivation plays an important role in understanding the psychological underpinnings of motivational technology. From a psychological viewpoint, extrinsic motivation involves engaging in an activity or behaviour for external rewards or to avoid negative consequences. Motivational technology often leverages extrinsic motivators, such as rewards, badges, or competition to stimulate the users engagement and sustain motivation.

By offering tangible incentives or acknowledgment for specific accomplishments, users are more inclined to continue interacting with these technological solutions. This dynamic taps into psychological theories like Self-Determination Theory, where extrinsic motivators can transition into more intrinsic forms of motivation over time, as individuals begin to find inherent satisfaction in their achievements; intrinsic and extrinsic motivation can fluctuate (Kusurkar et al,. 2012). The dynamic between extrinsic and intrinsic motivation within the realm of motivational technology represents an interesting area of study, shedding light on how technology can shape and enhance human motivation in various domains of life.

Intrinsic motivation

It has been argued that intrinsic motivation is something that starts within us during infancy and is a crucial mechanism for open-ended cognitive development in humans (Oudeyer & Kaplan, 2007). As we grow older, intrinsic motivation, while still evidently a part of us, becomes a less important factor in our lives. So, how do we keep adults intrinsically motivated to do things they might not necessarily see value in?

Intrinsic motivation stems from the desire to seek out novelty and challenges, to extend and exercise one’s capacity, to explore and to learn (Ryan & Deci, 2017). In relation to motivational technology, the connections between novelty challenges and education become particularly evident in the context of gamification, where novel achievements are a core part of the user’s experience. Such experiences may include achievements of high scores or reward badges. Whether it is achieved through gamified learning applications, interactive courses, or personalized content recommendations, technology harmonizes these intrinsic drivers, fostering user engagement and motivating individuals towards continuous self-improvement.

Recap Questions Select your answers and then press submit. 1 "I want to win 1st place in this eSports tournament so I can show off to my friends" What kind of motivation is this? Extrinsic motivation Intrinsic motivation 2 "I love playing games in my free time, I enjoy seeing myself get better and better" What kind of motivation is this? Extrinsic motivation Intrinsic motivation

Applications of technology in fostering motivation

Gamification

In motivation technology, one notable approach for enhancing motivation and user participation is gamification. Cambridge Dictionary defines gamification as "the practice of making activities more like games in order to make them more interesting or enjoyable". Adding gamification elements, such as achievements, badges, and points, into non-gaming contexts, creates an engaging and rewarding experience to boost motivation and participation. The adoption of gamification has been seen in many successful websites, such as Codeacademy, a service that uses elements of gamification to teach users how to code (Hamari, et al,. 2014), or Duolingo, a language learning application that rewards players with colorful badges and fun achievements when they complete certain levels of learning. When designing for motivational technology, it is important to understand that users will differ in terms of their goal orientation and the attributes they seek to achieve from those goals (Hamari et al,. 2018).

A study by Buckley and Doyle (2014) looked at the effects of online gamified learning experiences on undergraduate college students. They found that the impact of these games depended on what motivated the students. When students were motivated by personal interest (intrinsic motivation), they were more engaged and learned better. However, even when students were motivated by external rewards (extrinsic motivation), there were still positive effects on their learning. This study highlights how using gamified learning can help students learn more and participate more, which is useful for educators and schools aiming to improve the quality of education and increase student retention rates by keeping them more engaged.

Collaboration platforms

Collaboration within motivational technology offers a sense of community by providing access to essential support networks. Through features like real-time chat groups, shared progress tracking, and virtual communities, individuals find themselves within a supportive environment where shared goals and achievements become the norm. This sense of belonging, coupled with the mutual encouragement and assistance available through collaboration tools, can significantly enhance motivation, ultimately driving individuals towards their personal and collective objectives. Another added bonus of collaboration platforms is the sense of peer accountability, which means that everyone takes individual ownership of their goals and allows others to hold them to it. This lets people provide guidance and feedback on their performance, which empowers users to improve or correct their actions with a response that creates a positive impact (Peteet et al,. 2022). When using peer accountability in motivational technology, it is often utilized to facilitate peer feedback and support. A study conducted by Zhu et al. (2020), explores the impact of peer accountability mechanisms in online learning environments, with the results demonstrating how technology can be harnessed to foster collaboration and motivation among students.

Goal tracking apps

Figure 3. The SMART acronym stands for Specific, Measurable, Attainable, Relevant, Time Based

Goal tracking apps enhance motivation through various psychological theories. They provide a structured framework for setting, monitoring, and achieving goals, while offering positive reinforcement and social support, ultimately helping individuals stay motivated and on track with their objectives. Apps like Hive, Todoist, and Clickup are examples of apps that purely track user defined goals. Whilst an app like Duolingo (a language learning app) allows users to set goals that are focused around their learning journey within the app. These apps enable users to set specific, measurable, achievable, relevant, and time-bound (SMART) goals. According to Locke and Latham (2013) goal-setting theory, having well-defined objectives increases motivation, as it provides a clear target to work toward.

Additionally, goal tracking apps offer real-time progress monitoring, allowing users to see how close they are to achieving their goals. This aligns with the feedback element of self-determination theory, which asserts that feedback on one's performance can enhance motivation (Ryan & Deci, 2017). These apps often incorporate rewards, badges, or positive reinforcement mechanisms for goal achievement. Which also aligns with operant conditioning theory, where providing rewards for desired behavior's can increase motivation to repeat those behavior's (Skinner, 1963).

Recap Questions Select your answers and then press submit. 1 Which of the following are elements of gamification?:\ Achievements Badges High scores All of the above 2 What does SMART goals stand for?: Specific, Measurable, Attainable, Relevant, Time Based Self-Motivated, Adaptable, Resourceful, Tenacious Systematic, Methodical, Analytical, Resourceful, and Tenacious Self-Monitoring, Analysis, and Reporting Technology

Use cases

Technology as an educational tool

Motivational technology, within education, has emerged as a transformative tool, reshaping the dynamics of how people learn, and interact with learning tools. This innovative approach harnesses psychological principles and digital solutions to increase student motivation and academic performance. Extensive research, including investigations conducted by Hwang and Wu (2014), has shed light on the profound positive impact of motivational technology within educational settings. This integration of technology not only enhances engagement but also nurtures intrinsic motivation, ultimately contributing to improved learning outcomes.

Case study Jason is a high school student who is determined to improve his performance in his science class. Jason had been disinterested in science class. However, when his teacher introduced an online quiz platform, he found the gamified quizzes to be engaging and challenging. He was able to track his score on the class leaderboard and strived to get a better score each week. Beyond this, he was also earning points and competing with his classmates, which ignited his competitive spirit. With continuous participation Jason was able to identify areas where he needed improvement; this personalized learning experience motivated him to study. Over the semester, Jason's attitude toward science transformed and he became self-driven and motivated.

Technology as a health tracking tool

Motivational technology has had a profound effect on the health industry. By seamlessly integrating with wearable devices, mobile apps, and web-based platforms, this technology empowers users to track their physical activity, nutrition, and other health-related data with unprecedented convenience. It provides real-time feedback and personalized insights, motivating users to make healthier choices and maintain a consistent wellness routine. Numerous studies, such as the one conducted by Patel et al. (2015), have demonstrated the efficacy of motivational technology in promoting healthier lifestyles and preventing chronic diseases. As a result, individuals are increasingly turning to these innovative solutions to take charge of their health and well-being.

GIST do it! How motivational mechanisms help wearable users develop healthy habits Oc and Plangger (2022) explored the growing adoption of wearable devices and smart technologies among individuals striving to enhance their health. They investigated how motivational technology plays a crucial role in maintaining user motivation and fostering habitual behaviors. The study illustrates how autonomous motivation influences habitual intentions based on user preferences for specific motivational aspects: gaming, instruction, sharing, and tracking (abbreviated as GIST). Through empirical testing with a diverse sample, the study reveals that autonomous motivation significantly impacts habitual intentions via app mechanisms like gamification, instruction, and tracking. Notably, the influence of sharing remains important for habit formation, but it is less affected by variations in autonomous motivation. The case study concludes by outlining future directions for motivational technology research and its application in health management.

Conclusion

In motivation technology, gamification is a pivotal strategy for enhancing motivation and user engagement. Gamification has found its way into non-gaming contexts, changing the way people approach tasks and goals. Elements such as achievements, badges and points have been integrated into applications and offer an engaging and rewarding experience that boost motivation and participation. The dynamic landscape of motivational technology offers a multifaceted approach to enhancing motivation, engagement, and goal achievement. Gamification, collaboration platforms, and goal tracking apps stand as key components in this motivational tech, catering to the diverse needs and motivations of individuals, driving positive behavioral changes and personal development.

Congratulations!

What are your thoughts on technology being used as a tool for aiding motivation?

Do you use any apps that use any of the above techniques?

Feel free to use the below resources to further expand your knowledge around digital technology and motivation.

See also

• Motivation (Wikipedia)
• Education and Technology (Wikipedia)
• Gamification (Wikipedia)
• Artificial Intelligence (Wikipedia)
• Physical Activity Tracking and Exercise Motivation (Book Chapter 2023)

References

Buckley, P. G., & Doyle, E. (2014). Gamification and student motivation. Interactive Learning Environments, 24(6), 1162–1175. https://doi.org/10.1080/10494820.2014.964263

Hamari, J., Koivisto, J,. & H. Sarsa. (2014) "Does Gamification Work? -- A Literature Review of Empirical Studies on Gamification," 2014 47th Hawaii International Conference on System Sciences, Waikoloa, HI, USA, 2014, 3025-3034, doi: 10.1109/HICSS.2014.377.

Hamari, J., Hassan, L., & Dias, A. (2018). Gamification, quantified-self or social networking? Matching users’ goals with motivational technology. User Modeling and User-adapted Interaction, 28(1), 35–74. https://doi.org/10.1007/s11257-018-9200-2

Hwang, G., & Wu, P. (2014). Applications, impacts and trends of mobile technology-enhanced learning: a review of 2008-2012 publications in selected SSCI journals. International Journal of Mobile Learning and Organisation, 8(2), 83. https://doi.org/10.1504/ijmlo.2014.062346

Kusurkar, R. A., Cate, O. T., Vos, C. M., Westers, P., & Croiset, G. (2012). How motivation affects academic performance: a structural equation modelling analysis. Advances in Health Sciences Education, 18(1), 57–69. https://doi.org/10.1007/s10459-012-9354-3

Locke, E. A., & Latham, G. P. (2013). New developments in goal setting and task performance. In Routledge eBooks. https://doi.org/10.4324/9780203082744

Oc, Y., & Plangger, K. (2022). GIST do it! How motivational mechanisms help wearable users develop healthy habits. Computers in Human Behavior, 128, 107089. https://doi.org/10.1016/j.chb.2021.107089

Oudeyer, P., & Kaplan, F. (2007). What is intrinsic motivation? A typology of computational approaches. Frontiers in Neurorobotics, 1. https://doi.org/10.3389/neuro.12.006.2007

Peteet, J.R., Witvliet, C.V.O., & Evans, C.S. (2022). Accountability as a Key Virtue in Mental Health and Human Flourishing. Philosophy, Psychiatry, & Psychology 29(1), 49-60. https://doi.org/10.1353/ppp.2022.0008.

Ramírez‐Andreotta, M. D., Tapper, A., Clough, D., Carrera, J. S., & Sandhaus, S. (2019). Understanding the Intrinsic and Extrinsic Motivations Associated with Community Gardening to Improve Environmental Public Health Prevention and Intervention. International Journal of Environmental Research and Public Health, 16(3), 494. https://doi.org/10.3390/ijerph16030494

Ryan, R. M., & Deci, E. L. (2017). Self-Determination Theory: Basic psychological needs in motivation, development, and wellness. In Guilford Press eBooks. https://doi.org/10.1521/978.14625/28806

Skinner, B. F. (1963). Operant behavior. American Psychologist, 18(8), 503–515. https://doi.org/10.1037/h0045185

Sundar, S. S., Jia, H., Waddell, T. F., & Huang, Y. (2015). Toward a Theory of Interactive Media Effects (TIME). The Handbook of the Psychology of Communication Technology, 47–86. https://doi.org/10.1002/9781118426456.ch3

Wallius, E., Klock, A. C. T., & Hamari, J. (2022). Playing it safe: A literature review and research agenda on motivational technologies in transportation safety. Reliability Engineering & System Safety, 223, 108514. https://doi.org/10.1016/j.ress.2022.108514

Zhu, M., Bonk, C. J., & Doo, M. Y. (2020). Self-directed learning in MOOCs: exploring the relationships among motivation, self-monitoring, and self-management. Educational Technology Research and Development, 68(5), 2073–2093. https://doi.org/10.1007/s11423-020-09747-8

External links

• What is intrinsic motivation? A typology of computational approaches (Frontiers)
• Extrinsic vs. Intrinsic Motivation: What's the Difference? (verywellmind.com)