Designing Problems for Motivation and Engagement in the PBL Classroom
Abstract
One of the benefits frequently cited by advocates of problem-based learning (PBL) is that it increases student motivation. Not all PBL problems provide the same motivational benefits, however. The author's examination of various PBL problems produced a pattern of motivational features, including familiarity, relevance, dramatic appeal, significance, authenticity, and group collaboration. He cautions, however, that teachers should be careful not to write problems that are overly complex or overly determined, or those that require lengthy formal reports to the class. Professors should consider these motivational aspects of problems both during problem design and during assessment and review.
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