An argument for implementing and testing novelty in the classroom

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Alan Chu, Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: Based on the tenets of self-determination theory, intrinsic motivation is guided by satisfaction of the 3 basic psychological needs—autonomy, competence, and relatedness. However, recent research has shown promise for adding a new basic psychological need—novelty—in self-determination theory. This article briefly discusses the theory behind novelty as a motivator in the classroom, as well as its effect in technology and learning and future directions for research. As a motivator, novelty has mixed and complex outcomes in the classroom. Balancing novelty and familiarity, or scaffolding, is a common and effective pedagogical practice. Technology is now commonly used as a novel factor in the classroom, although can prove to be expensive. The largest drawback to novelty is its ability to become familiar, therefore instructors must understand what a student has previously experienced and continue to adapt practices to create subjective novelty for their students. Further experimental research is needed to explore the effects of novel teaching practices, including the use of technology, on student motivation and learning outcomes.

Additional Information

Scholarship of Teaching and Learning in Psychology, 9(1)
Language: English
Date: 2020
novelty, pedagogy, self-determination theory, motivation, technology

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