The drivers of motivation in adult learners are key topics in the design of Digital Learning modules. Given a specific educational objective, what tools, pedagogical approaches, and creative concepts should be implemented to ensure knowledge retention? Numerous researchers in psychology and behavioral sciences study the mechanisms that influence adult motivation and the factors that interact to stimulate or inhibit it.
Main drivers of motivation to learn in adults
To spark the desire to learn, it is crucial to understand what motivates the learner. Research on adult learning motivation has identified several factors that can influence the motivation to learn. Here are some of the main drivers of adult learning motivation:
- Personal needs and interests: Research has shown that adult learning motivation is often linked to the need to solve problems or face challenges relevant to their professional or personal life. Adults are also more motivated to learn when they have a personal interest in the subject or field of study. These factors enhance intrinsic motivation to learn.
- The usefulness of learning: Studies have shown that adults are more motivated to learn when they can directly apply their new skills or knowledge to relevant tasks in their daily lives. Training must have a tangible impact on their lives.
- Expectations of success: Adults who have high expectations of success and perceive that learning is achievable have higher intrinsic motivation.
- Self-confidence: Self-confidence is an important factor for motivation in adult learning. Adults who have strong confidence in their ability to learn tend to be more motivated to continue their education and are more resilient in the face of learning challenges.
- Recognition and reward: Adults are more motivated to learn when they are recognized and rewarded for their efforts and achievements.
- Collaboration and social learning: Adults often learn better when they have the opportunity to work collaboratively with other learners, share ideas, and receive feedback and guidance from their peers.
- Autonomy and freedom: Adults are more motivated to learn when they have some degree of autonomy and freedom in choosing what they learn and how they learn it. Autonomy can enhance intrinsic motivation by allowing adults to pursue learning goals that are relevant to them and giving them control over their own learning.
A constantly evolving field of research
Research on adult learning motivation is a constantly evolving field, with numerous studies conducted to deepen the understanding of motivational drivers. Some studies have highlighted that motivation is not a stable personality trait, but rather a dynamic process influenced by many factors.
For example, a study published in the *Journal of Educational Psychology* examined the motivational factors of adults in continuing professional education. The results showed that motivation factors varied across different stages of learning and were influenced by elements such as the perceived usefulness of the learning, the relevance of the content to their work, social interaction with other learners, and the quality of the instructors (Song Keller, 2001).
Other studies have focused on the impact of educational technologies on adults’ motivation to learn. For example, a meta-analysis published in *Educational Research Review* examined the effect of digital tools on adult learners’ motivation. The results showed that digital tools can enhance adults’ motivation to learn, particularly by providing opportunities for social interaction and offering quick and personalized feedback (Gómez-Galán et al., 2021).
Other studies have also highlighted the importance of considering individual differences in motivational factors. For example, a study published in the *Journal of Adult Education* examined the differences in motivation between older and younger adult learners. The results showed that older adult learners were more motivated by the perceived usefulness of the learning, while younger adult learners were more motivated by expectations of success and self-confidence (Hsu Wang, 2019).
In summary, current research on adult learning motivation highlights the importance of understanding the learner’s personal needs and interests, creating a stimulating learning environment, and providing feedback and recognition to support the motivation to learn. Recent studies have also emphasized the need to consider individual differences in motivational factors and to implement teaching strategies tailored to these differences.
What Audace takes away from this.
Audace closely follows all of this research. Therefore, the Audace teams consider the target audience and educational objectives for each project to propose the most suitable modality (eLearning, serious game, VR), pedagogy, and creative concept. They focus on the most effective interactions to meet expectations, ensure learner engagement, and achieve knowledge retention.
Example
Serious game: risk prevention – Orano
Audace Projects
Orano employees working at nuclear sites must regularly undergo risk prevention training. Since this training is repetitive, it increasingly becomes challenging over time to capture and maintain learners’ attention.
- Objective: To rekindle Orano employees’ awareness of risk prevention in a nuclear environment and eliminate the bad habits that gradually become part of their daily routine.
- Proposed modality: a VR serious game to achieve optimal learner engagement.
- Proposed pedagogy: inductive pedagogy. The inductive approach involves moving from the specific to the general. It involves placing the learner in a situation of discovery (such as doing, observing, analyzing, experimenting) from which the general concept or principle can be constructed.
- Advantage: The inductive approach encourages learners to formulate hypotheses on their own based on concrete situations (examples and counterexamples) and helps them generate the concepts or notions to remember.
- In the case of the VR serious game, the learner can even experience the consequences of their choices.
- Creative concept: A distinctive approach to avoid the pitfall of “we already know all this.”
- Pitch: In this serious game, inspired by the series Lost, the player is a survivor of a plane crash on a deserted island. They must set up an antenna to contact rescue services, use a blowtorch, move crates, handle sharp tools, work at heights, and more. This immersive first-person serious game places the learner at the center of a mission that can only be completed by following safety rules. Each action is evaluated based on adherence to these rules and impacts the “skills” or “health” meters!
Sources
Sources for each point of motivation in adult learning:
- Roger Jr Chao (2009). Understanding the Adult Learners Motivation and Barriers to Learning
- Karyn E. Rabourn, Rick Shoup and Allison BrckaLorenz (2015) : Barriers in Returning to Learning: Engagement and Support of Adult Learners
- Kuan-Chung Chen Syh-Jong Jang (2010) : Motivation in online learning: Testing a model of self-determination theory
- Middendorf, J., Pace, D. (2021). Learning that lasts: challenging, engaging, and empowering students with deeper learning strategies. Johns Hopkins University Press.
- Elliot, A. J., Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology
- Wigfield, A., Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology
- Daniel Belenky Timothy Nokes-Malach (2012) : Motivation and Transfer: The Role of Mastery-Approach Goals in Preparation for Future Learning
- Zimmerman, B. J. (2000). Self-efficacy: an essential motive to learn. Contemporary Educational Psychology
- Chemers, M. M., Hu, L.-T., Garcia, B. F. (2021). An integrative review of self-efficacy research: theoretical, methodological, and practical considerations. Annual Review of Psychology
- Bong, M., Skaalvik, E. M. (2020). Academic self-concept and self-efficacy: how different are they really? Educational Psychology Review
- Deci, E. L., Koestner, R., Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin
- Meşe, E. Sevilen, Ç. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case study.
- Palloff, R. M., Pratt, K. (2007). Building online learning communities: effective strategies for the virtual classroom. John Wiley Sons.
- Vygotsky, L. S. (1978). Mind in society: the development of higher psychological processes. Harvard University Press.
- Deci, E. L., Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science Business Media.
