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Cited by 2,197Educational Games and GamificationEducation, Achievement, and GiftednessPsychological and Educational Research Studies

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Toward a Theory of Intrinsically Motivating Instruction*

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Malone, Thomas W.·1981·Cognitive Science
DOI 10.1207/s15516709cog0504_2
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Abstract

First, a number of previous theories of intrinsic motivation are reviewed.Then, several studies of highly motivating computer games are described.These studies focus on what makes the games fun, not on what makes them educational.Finally, with this background.a rudimentary theory of intrinsically motivating instruction is developed, based on three categories: challenge, fantasy, and curiosity.Challenge is hypothesized to depend on goals with uncertain outcomes.Several ways of making outcomes uncertain are discussed, including variable difficulty level, multiple level goals, hidden information, and randomness.Fantasy is claimed to have both cognitive and emotional advantages in designing instructional environments.A distinction is made between extrinsic fantasies that depend only weakly on the skill used in a game, and intrinsic fantasies that are intimately related to the use of the skill.Curiosity is separated into sensory and cognitive components, and it is suggested thot cognitive curiosity can be aroused by making learners believe their knbwledge structures are incomplete, inconsistent, or unparsimonious.' N o compulsory learning can remain in the soul.. .I n teaching children, train them by a kind of game, and you will be able to see more clearly the natural bent of each." (Plato, The Republic, Book V I I )

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References 70 · Cited by 2,197

Research works printed but not linked: 64

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Metadata

Authors
Malone, T. W.
Affiliations
Palo Alto Research Center (US)
Corresponding author
Malone, Thomas W.
ORCID
Malone, Thomas W.
Venue
Cognitive Science
Publisher
Wiley
Published
1981-10
Volume
5
Issue
4
Pages
333-369
ISSN
  • 0364-0213 (ISSN-L)
  • 1551-6709
DOI
10.1207/s15516709cog0504_2
OpenAlex
W1972888601
Cited by
2,197
References
70
Citations by year
2026: 21 · 2025: 39 · 2024: 73 · 2023: 63 · 2022: 96 · 2021: 97 · 2020: 85 · 2019: 97 · 2018: 85 · 2017: 94 · 2016: 106 · 2015: 118 · 2014: 104 · 2013: 112 · 2012: 107
FWCI
6.54
Type
journal article
Language
en
Open access
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor, 10360 d)
Locations
Cognitive Science (publishedVersion)
Funders
National Science Foundation
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
  • Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Psychological and Educational Research Studies
Keywords
intrinsic motivation, video games, challenges, fantasy, curiosity, hidden information, randomness, uncertain outcomes, instructional design, knowledge structure, game-based learning

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Malone, T. W. (1981). Toward a Theory of Intrinsically Motivating Instruction*. Cognitive Science. https://doi.org/10.1207/s15516709cog0504_2