Effects of Fantasy Contexts on Children's Learning and Motivation: Making Learning More Fun

Two studies examined the effects of embedding instructional materials in relevant fantasy contexts on children's motivation and learning. In Study 1, Ss showed marked preferences for computer-based educational programs that involved fantasy elements. In Study 2, Ss worked with these programs fo...

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Bibliographic Details
Published in:Journal of personality and social psychology 1992-04, Vol.62 (4), p.625-633
Main Authors: Parker, Louise E, Lepper, Mark R
Format: Article
Language:English
Subjects:
Academic Achievement Motivation
Achievement
Attention
Biological and medical sciences
Child
Children
Children & youth
Computer Assisted Instruction
Computer Graphics
Educational psychology
Elementary School Students
Fantasy
Female
Fundamental and applied biological sciences. Psychology
Human
Humans
Imagination
Individuality
Learning
Male
Motivation
Personality Development
Problem Solving
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychopedagogics. Didactics
Social research
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Summary:Two studies examined the effects of embedding instructional materials in relevant fantasy contexts on children's motivation and learning. In Study 1, Ss showed marked preferences for computer-based educational programs that involved fantasy elements. In Study 2, Ss worked with these programs for 5 hr. One program presented purely abstract problems. Others presented identical problems within fantasy contexts. Some Ss chose among 3 fantasies; others were assigned identical fantasies. Tests on the material occurred before, immediately after, and 2 weeks after the experimental sessions. Ss showed significantly greater learning and transfer in the fantasy than in the no-fantasy conditions. Having a choice of fantasies made no difference. Motivational and individualization strategies for enhancing interest and promoting learning are discussed.
ISSN:0022-3514
1939-1315
DOI:10.1037/0022-3514.62.4.625