The article challenges the traditional notion that motivation is essential for learning, arguing that often it is labeled retroactively based on student behavior. Instead of focusing on what students feel or their motivational levels, educators should examine the instructional conditions that influence behavior. The author compares this to AI, which, although devoid of motivation, produces quality outputs due to well-structured prompts. This suggests that improving learning hinges not on inspiring motivation but on better instructional design, prompt clarity, and effective feedback systems.
Motivation is often labeled after the fact instead of being recognized as a cause of behavior; focusing on environment and structure is crucial for learning.
Instead of relying on perceived motivation, instruction should prioritize clear prompts and reinforcement to enhance student behavior and learning outcomes.
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