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Title: Design Theories of Interest, Motivation, and Engagement for the Learning Sciences
Authors: Cobb, Paul
Hodge, Lynn
Barron, Brigid
Hickey, Daniel
Azevedo, Flavio
Joseph, Diana
Edelson, Daniel
Issue Date: Jun-2004
Publisher: Lawrence Erlbaum Associates
Citation: Cobb, P., Hodge, L., Barron, B., Hickey, D., Azevedo, F., Joseph, D., & Edelson, D. (2004). Design Theories of Interest, Motivation, and Engagement for the Learning Sciences. In Kafai, Y. B., Sandoval, W. A., Enyedy, N., Nixon, A. S., & Herrera, F. (Eds.), International Conference of the Learning Sciences 2004: Embracing Diversity in the Learning Sciences (pp. 8-11). Santa Monica, CA: Lawrence Erlbaum Associates.
Abstract: The study of motivation and interest appears to be at a crucial juncture. While motivation and interest research continue to be major foci of educational psychologists, these topics have been according relatively little attention in the learning sciences community. Meanwhile, accountability-oriented reforms ignore research showing that such reforms lead to disengagement of "at risk" students. Additionally, it is unclear how conventional "grand theories" of interest and motivation fit within contemporary models of educational research that focus more on developing intermediate-level theory in the context of efforts to refine practices. Our symposium features five researchers in the learning sciences community who are studying interest, engagement, and motivation. Each presenter will summarize his or her work and consider the implications of that work for diversity, learning environments, research methods, and educational policy.
Appears in Collections:ICLS 2004

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