I was reading an article this morning about the introduction of a game intended to teach students library research skills and was again struck by the lack of uptake from students in the program until a grade was associated with satisfactory completion of the game. As much as we might decry the often seemingly transactional nature of student decision making at university we must understand that merely introducing innovative learning tools, such as game-based activities, does not automatically engage students. This insight opens up a broader discussion on the necessity of motivating students to engage with activities that educators believe are essential for their development and learning.

Students often require clear incentives to engage with learning activities, even those designed to be intrinsically interesting like games. While these tools have potential, their effectiveness hinges on how they are perceived and integrated into the broader educational objectives. This reliance on external incentives points to a deeper need to understand and cultivate the right motivators for learning.

Game-based learning can enrich the educational experience by providing interactive and immersive challenges. However, if students do not see these activities as relevant to their goals or academic success, their initial enthusiasm quickly wanes. This scenario underscores the importance of aligning learning tools with students’ motivations and the educational outcomes we aim to achieve.

To effectively motivate students, educators must develop strategies that connect learning activities directly to the students’ academic and personal development goals. This must begin by articulating the relevance of a learning activity, including game-based ones, explaining how they relate to the curriculum and students’ future aspirations. There also needs to be some recognition of achievements within these activities, the most obvious motivation and recognition can come in the form of grades. Students have become increasingly transactional in their approach to their studies some of which has to be put down to environmental factors such as the fact that more students are required to work longer hours to be able to afford to attend university.

As educators, our responsibility extends beyond introducing new tools. We must ensure these tools are embedded within a motivational framework that resonates with students and encourages them to engage deeply with important learning activities. This involves a holistic approach to motivation, one that combines fun and interactive elements with a clear and articulated relevance to educational outcomes and personal development.

Motivating students in meaningful ways remains one of the most challenging aspects of education. By focusing not only on the tools we use but also on how we connect these tools to students’ broader educational journeys, we hope to inspire more profound and enduring engagement.

You might also like: Rethinking Assessment in the Age of AI: From a Curriculum Design Perspective