Motivation Generator: An Empirical Model of Intrinsic Motivation for Learning

Abstract

In present research, an empirical model for building and maintaining students' intrinsic motivation to learn is proposed. Unlike many other models of motivation, this model is not based on psychological theories but is derived directly from empirical observations made by experienced learners and educators. Thanks to empirical nature of the proposed model, its application to educational practice may be more straightforward in comparison with assumptions-based motivation theories. Interestingly, the structure of the proposed model resembles to some extent the structure of the oscillator circuit containing an amplifier and a positive feedback loop.