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Effects of fantasy contexts on children's learning and motivation: Making learning more fun.
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Abstract
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.