Motivation

Strategies
DR KHAIRUL JAMALUDIN
What will you learn?

• Concept of self-regulation in learning

• Concept of motivation
• Theories of motivation
• Motivational strategies
ACADEMIC
• Self-regulation involves
SELF-REGULATION: self-reflective, motivational,
and behavioral process
Your opinion? (Zimmerman, 2015)
• Help to control the factors
influencing learning
• Successful learners find a
way to excel!
Intelligence &
self-regulation?
Is intelligence the main
factor to success?

“After years of research in learning &

motivation, educators have found that
students can learn how to become more
successful learners by using appropriate
strategies to manage their motivation,
buehaviour & learning”
(Seli & Dembo, 2020)
 • Self-regulation involves
ACADEMIC self-reflective, motivational,
and behavioral process
SELF-REGULATION (Zimmerman, 2015)
• Help to control the factors
influencing learning
• Successful learners find a
way to excel!
Scenario…
Let’s scrutinize his actions
• Established a goal and action plan how he
was going to prepare for the exam
• Used a variety of learning strategies
(underlining, developing answering
questions, making chart to compare and
contrast)
• Monitored his understanding of the
materials as he studied
What if other students who did
not have self-regulation like
Robert?
• As you develop the personal qualities (self-regulation) to manage
your learning, you’ll find that you can apply the same skills to other
situations.
• Self-regulation strategies used is helpful not only for learning but also
personal and work lives (Seli & Dembo, 2020)
I WASN’T BORN INTELLIGENT!

Faulty belief about their ability, learning &

Why are some
motivation.

students less • Other than learning disabilities, students’ inner belief is

the factor that stops them
• Believe that intelligence is fixed; people are born with a
successful
certain amount of ability
• Self-discipline is more important in predicting
learners? performance than intelligence (Duckworth & Seligman,
2005).
I DID STUDY, LIKE EVERYDAY, BUT...

Unaware of ineffective learning behaviour

Why are some

students less 1. More time studying = more successful

2. But how you study is more important than quantity
3. Restructuring how they study is helpful to gain
successful
confidence and motivation

learners?
METHOD OF MONITORING
MOTIVATION
LEARNING PERFORMANCE

SIX MAJOR
COMPONENTS OF
ACADEMIC
SELF-REGULATION
PHYSICAL USE OF TIME SOCIAL
ENVIRONMENT ENVIRONMENT
 • What makes you excited to
ASK YOURSELF: come today?
• What are my reasons to eat
WHAT’S healthy?
• What steps do I need to take
MOTIVATION? to get 4.00?
 • Internal process (goals, beliefs,
perceptions & expectations) that
give behavior its energy & direction
• the process that initiates, guides,
and maintains
Defining
goal-oriented behaviors. 
• is what causes us to act
Motivation
•  involves the biological, emotional,
social and cognitive forces that
"Theactivate behavior. 
term motivation refers to factors that
activate, direct, and sustain
goal-directed behavior... 

Motives are the "whys" of behavior - the

needs or wants that drive behavior and
explain what we do”
Motivation & behaviour

Guides
Activates (gets you Maintains (keeps (determines where Behaviour over
Motivation
going) you going) are you trying to time
go)
 Covington and Roberts (1994):

“many different Desire to

motivational patterns success
can be identified in Low High
any group of
Low Failure acceptors Success-oriented
students. These
Motive to students
motivational patterns avoid failure High Failure avoiders Over strivers
are based on our
relationship with
success and failure”
 Covington and Roberts (1994):

• Successful Sheila/Success-Oriented Student: This student, high in motivation for success

and low in fear of failure, is likely to be highly engaged in academic activities and not
anxious about her performance. The success-oriented student uses effective learning
strategies, sets goals, and self-regulates her learning.

• Defensive Dimitri/Failure Avoider: For this type of student, the desire to avoid failure
outweighs the anticipation of success. He puts his energy into preventing anyone from
interpreting his poor performance as evidence of lack of ability. He uses a number of
failure-avoiding strategies, such as studying at the last minute so that if he fails, he has a
ready excuse. He relies on memorization as the easiest way to get an adequate grade and puts
in a great deal of time the last day or so as a way of making up for weeks of neglect and
disinterest in coursework. Underneath the seeming apathy, though, he remains concerned about
the implications of failure and defensively maneuvers to avoid looking not capable.
 Covington and Roberts (1994):
• Anxious Anna/Overstriver: This student is high in both motives. She seeks success but
greatly fears failure at the same time. In fact, she can be characterized as attempting to avoid
failure by succeeding. This student is highly anxious about her performance,often over-prepares
for assignments and exams, and seeks extra credit whenever possible. Though in the short
term, it may seem that she is successful as her grades are exemplary, in the long term, her
excessive worry about failure and doubts about her adequacy may result in exhaustion and
actual health problems.

• Hopeless Henry/Failure Acceptor: This student is low in both motives, reflecting an absence
of both hope and fear. He is basically indifferent to achievement, believing that more effort
and better learning strategies will make no difference in his history of academic failure. In
addition to loss of hope, this indifference may also reflect hidden anger. He is not concerned
about the implications of academic failure as at some point he has told himself that the lessons
to be learned in school hold no relevance for his life.
 Keep these questions in
Do any of
Marketing these
Funnel mind:
1. identify the factors that
A Marketing Funnel maps your company’s
students resemble influence motivation;
marketing activities at each stage of the
2. assess your beliefs and
customer journey. The goal is to create a
anyone you know? Or perceptions to account for
system, which is measurable at every
your own motivation.
level of the journey. Use the blank
maybe yourself?
framework on the next page to start
filling out your own marketing funnel.
Motivation
Theories
(4 perspectives)
Behavioural Social
• Classical conditioning (Pavlov, • Social learning (Bandura,
1897) 1977)
• Operant conditioning (Skinner, • Achievement motivation
1938) (Atkinson, 1957)

Cognitive Humanistic
• Attribution (Weiner, 1986) • Hierarchy of Needs (Maslow,
• Expectancy (Vroom, 1964) 1943)
• Cognitive dissonance
(Festinger, 1957)
COVINGTON’S SELF-WORTH THEORY (1992)
Self-worth: The need for Success enhances the
students to maintain a positive sense of worth. However,
image of themselves and their
ability. if a person fails at a task,
the feedback evokes the
individuals learn that
possibility of a lack of
society values people
ability and creates
because of their
feelings of unworthiness
accomplishments.
and self-rejection.
when individuals are faced It is this fear of failure and
with the possibility of not lack of caring or
failure, they will avoid the interest in the subject
situation or develop matter that often leads to
strategies to prevent any inappropriate academic
inferences to a lack of behavior.
their ability.
Social Learning theory
• controlled experiments with two
(Bandura, 1977) Developed groups of children.
based on: Group A: witnessed adults
physically & verbally abused the
doll
Group B: witnessed adults
caressing & talking affectionately
to the doll
• Children imitated the behaviour
• Observational process is important
Bandura • Behaviour modification is achieved
suggests: by:
• Observing
• Mentally rehearsing
Assess Initiate
observe • Initiating behaviour
appropriateness behaviour

(Bates, 2020)
ATTRIBUTION: 1. explain why individuals respond differently
An individual’s perception of the to the same outcomes.
causes of their own success or 2. How students perceive the causes of their
failure. prior successes and failures is the most
important factor determining how they will
Attribution theory approach a particular task in the future and
how long they will persist at it.
(Weiner, 1986) 3. Attribution:
• Internal: factors internal to a person
(level of efforts, personality traits,
attitudes, abilities)
• External: factors internal to a person
Stability (luck, other people, situational factor)
Controllability
How permanent/ consistent the The degree of control the
behavior is person has over the behaviour
 Internal External

Attribution theoryABILITY
Stable TASK DIFFICULTY
(Weiner, 1986)

Unstable
EFFORT LUCK
Expectency theory (Vroom, 1967)

Motivation = Expectation x Valence x Instrumentality

• Is based on the belief that a person will behave in a certain way based on their belief (E) that a
specific act will be reward (V) once the act has been completed satisfactorily (I).
• Expectation: a subjective measure of the learner’s belief in themselves & their confidence in being
able to achieve the results expected from them
• Valence: measures the value the learner attaches to a given reward
• Instrumentality: measures the extent to which the learner believes their teacher will deliver the
rewards promised.
Cognitive Dissonance (Festinger, 1957)

People continually When these routines **CD makes someone

seek to bring order or are disrupted/ with a strong
meaning to their opinions are conviction unlikely to
learning by developing contradicted, the change opinion even
routines & opinions
that may give rise to individual starts to feel they are presented
irrational & uncomfortable with a rational
sometimes (cognitive dissonance) argument
maladaptive
behaviour
 3 important
assumptions:
1. People are sensitive to
inconsistencies between action and
Marketing Funnel Action
belief

A Marketing Funnel maps your company’s 2. Recognition of these inconsistencies

marketing activities at each stage of the will cause dissonance which the
Learning Dissonance Conviction
customer journey. The goal is to create a individual will motivate to resolve

system, which is measurable at every 3. Dissonance can be resolved by

level of the journey. Belief

Use the blank either:

framework on the next page to start a) Changing their beliefs

filling out your own marketing funnel. b) Changing their actions

c) Changing their perception of
action
 Yesterday I was
Motivation Strategies clever, so I wanted
to change the
world.
Today I am wise,
so I am changing
myself.
(Rumi)
 1. sociocultural factor:
Pintrich’s (1994)
made up of such
influences as one’s prior
model of motivation
educational experiences,
socioeconomic status, as
well as peer,family, and
Marketing Funnel cultural experiences.
A Marketing Funnel maps your company’s
marketing activities at each stage of the 2. classroom environmental
customer journey. The goal is to create a factor: classroom
system, which is measurable at every environment, instructional
level of the journey. Use the blank methods and behavior,
framework on the next page to start and type of assignments
filling out your own marketing funnel. given to students.

3. internal factor: such as

1. Sociocultural factor:
1. Cultural groups may emphasize different norms, values, and
expectations.
2. a minority group’s perception of the college environment as
accepting of their cultural values and norms is an important factor
in determining whether they are likely to persist in college
(Castillo et al., 2006).
3. Risk Factors:
• Lack of Access to Financial Resources: The schools in low- SES
communities are historically poorer-performing and may not be
able to provide students the extra educational experiences that
benefit them.
• Stereotype Threat: can influence an individual’s motivation and
achievement by suggesting to the target of the stereotype that
a negative label could apply to one’s self or group.
2. Internal factor: 1. Students’ goals, beliefs, feelings,
and perceptions determine their
motivated behaviors and, in turn,
academic performance.
2. Seli & Dembo (2020): internal
factors include:
• Value orientation: degree of
enjoyment, usefulness,
engagement, & benefits of the
task to oneself
• Possible selves: images of
yourself in the future
• Goals: Learning as much as
possible for the purpose of
self-improvement, irrespective
of the performance of others.
2. Internal factor:
• Goals orientation: An
orientation toward learning in
which outperforming others is a
major concern.

• Self-Efficacy: The belief that

one can successfully complete a
specific task.

• Attribution: An individual’s
perception of the causes of
their own success or failure.
 3. Classroom factor (Liam,
2001):
nature of instruction instructors encouraged Small group tutorial & 1-to-1
• structured subjects (clear instructions students to work together supervision
and assignments & immediate • Group works/tasks • Mentoring / training
feedbacks)

Acknowledgement of racial Involve school-level/

and ethnic diversity faculty-level activities
• Learn from other students who came • know and learn with other students
from different backgrounds—ethnic,
political, religious, or economic
Goal setting (Seli & Dembo,
2020)
Identity

What is identity?

• A consistent, self-constructed image of who one is, what one values,

and one’s related goals.
• developing identity involves the search for a consistent,
self-constructed image of who one is and one’s values and goals
(Erikson, 1968)
• gender, race, sexual orientation, socioeconomic status, religion,
political affiliation
 How can you
Your turn apply these
theories into
developing an
effective
motivation
strategy in your
T&L?
 How to apply? Vroom?
Strengthen the valence link Strengthen the instrumentality
link
• By finding out what students • By keeping your promises.
want out of the session. • Never make one that you
• Create rewards that really cannot keep.
cherish students.

Strengthen the expectation link

Your opinion?
• By supporting your students Think about a group/ individual
to believe in themselves. student that you are teaching.
• Acknowledge their efforts as Which do you think is: a) the
much as you do achievement. most and b) the least important
to them?
 How to apply? Cognitive Dissonance?

Resistant Forcing So? How?

• There will be resistant to your • Making them feel bad / guilty • Try to get them to think about
teaching – students with a about their actions is not a their actions in a different
strong conviction. great way of teaching manner / context so that it no
• Trying to get them act in a way • Going to cause even greater longer appears to be
that is inconsistent with their CD inconsistent with their
beliefs / convictions is likely to conviction.
cause CD • Try to accept and work around
it
• Reflection is helpful
 Research indicate that…

♦ Extrinsic motivation can be effective over the short term in encour-

aging mechanical tasks and compliance, but tends to be destructive in
advancing creative and higher-order thinking (Pink, 2009, p. 46).

Nurturing
Marketing FunnelIntrinsic
♦ Extrinsic motivators, though possibly effective in the short term to
gain compliance to do a task, tend to diminish intrinsic motivation for
& Extrinsic that same activity over the long term (Deci et al., 1999, p. 659).

Motivation ♦ A recent study of 200,000 employees found that that those who
were more intrinsically motivated were three times more engaged in
their work than those who focused more on external rewards
(Chamorro-Premuzic, 2013).
 Considerations:

• develop achievable tasks

• Some learners, if they have experienced

repeated failure, will become totally
Motivation
Marketing Funnel de-motivated and will not want to engage in
learning new material in any way at all.
by task
• it is important that children can experience
success before they become de-motivated.

• task is broken down into small steps and that

every step represents an achievable and
rewarding outcome for a learner.
 Considerations:

• can help develop important social skills: turn

taking and sharing and listening to other
people’s opinions.
Social motivation
Marketing Funnel
• This process can itself be motivating.

• A constructive and positive group working

harmoniously can be a significant motivator.

• A motivated group will be able to pull the

resources of all the members of the group
together and this can be a strong motivating
force.
 Considerations:

• feedback is often used as a means of grading or

correcting. Why not to motivate?
Motivation
Marketing Funnel
• It is important that feedback is seen as different
from correcting work.
by feedback
• should be continuous and formative and should
not necessarily come at the end of a task.

• should be positive or framed in a positive

manner.
 Considerations:

• make them aware of their own success.

• Students may measure or perceive success in a

Motivation
Marketing Funnel
different way to others. HELP them to
recognize!
by achievement
• Achievement is not necessar- ily reaching the
goal set by the teacher.

• Achievement depends on the learner and their

readiness for the task.
 Considerations:

• it is important to help an individual find the

best learning environ- ment for him/her, it is
unrealistic to be able to accommodate every
Motivation
Marketing Funnel
environmental preference in a classroom.
by environment • But effort can be made to ensure that the class-
room environment caters for a range of
preferences.

• quiet reading corner

• social area/windows
• communal discussion area
• main work area
24 Strategies (Reid, 2007)
Encourage diversity in Encourage creativity Ensure success with small
learning styles achievable steps

offering them choice and giving • many creative people can only • ensure that a learners meet
them the opportunity to utilise take control of their own with success.
their own learning style in the learning after they leave • ensure that each of the steps
classroom. education is achievable and to ascertain
• For many learners creativity is that knowledge of a child’s
the principal motivating factor. learning style and previous
• Design lessons that encourage knowledge is available.
creativity
24 Strategies (Reid, 2007)
Provide feedback to Learners need to believe Acknowledge the
students about their own individual styles of each
in their own abilities
personal progress
child
• the criteria for progress are not • Help them to recognise and • This is important although it
generalised but instead should acknowledge any can be challenging in today’s
be individualised. achievements – no matter how inclusive classrooms.
• Once it has been decided what small they may seem to • If a young person is made
exactly constitutes progress others. aware of his/her learning style
for an individual this should be • Provide positive feedback to this can set them up for
discussed and negotiated with ensure that they can believe in independent learning at home
them. their own abilities. and beyond school.
• Then personal goals can be
established and progress more
easily identified.
24 Strategies (Reid, 2007)
Ensure a task is age and Observe your students Focus on the task and the
interest related closely curriculum

Obtaining age-appropriate • Use observation to begin with • the aims of the curriculum may
materials for learners with to get to know the learning have to be revised and this
reading difficulties is essen- tial in and environ- mental revision can make a difference
order to develop motivation. preferences of the children in between success and failure.
your class
24 Strategies (Reid, 2007)
Use a range of learning Ensure lessons are Minimise pressure
styles in class lessons. meaningful

• Each lesson must have • check on his/her level of • Some children need some
elements of the auditory, understanding and knowledge pressure to be motivated – for
example, deadlines and
visual, tactile and kinaesthetic of the key concepts involved in
competition.
throughout. the lesson. • This should however be used
• This is important to ensure that carefully: too much pressure can
each child’s learning style is result in total de-motivation as a
student may not see a goal as
accommodated for in some achievable.
way.
24 Strategies (Reid, 2007)
Group work Self-assessment Show progression

• should be closely monitored • Theyshould be encouraged to • Let them recognise progression.

and each group should report assess their own progress and • A framework or even a
checklist can help a learner
on their progress after short this can be a motivator in itself.
note his/her progression.
intervals. • Self-assessment encour- ages
self-reflection and this helps
to develop higher order
thinking skills.
24 Strategies (Reid, 2007)
Avoid potential stigma Develop student Encourage student
responsibility choice

• Suport should be provided • Encourage student autonomy • provide learners with control
without any embarrassment to • allow some control over their and independence in learning.
them. learning.
24 Strategies (Reid, 2007)
Give students Focus on learning as well Involve the class in
responsibility for their as teaching decisions
own learning
• Responsibility can be given in • focus on children’s learning as • They need a sense of ownership
small ways to begin with, but well as teaching and to over tasks and learning
experiences.
ultimately this should be the consider this in the preparation
• it is useful if they can be
aim of all learning of materials. involved in deci- sion making as
programmes. much as possible.
24 Strategies (Reid, 2007)
Celebrate success Use positive feedback Encourage
self-evaluation

• can develop team spirit and • Feedback can be ‘purely • can min- imise the need for
enhance group motivation. informational feedback about teacher approval.
• ndicates that a student has
one’s performance’ but if the
taken some responsibility for a
information communicates task and should be able
appreciation for the quality of eventually to gain insights into
work, then the verbal feedback the learning processes involved
in it.
can enhance intrinsic
motivation.
The use of video
Because video games are
game to motivate so popular with young
people,
learning researchers have explored
ways to use game play to
engage students in school
subjects
(Peppler & Kafai, 2007;
Rockwell & Kee, 2011;
Small, 2011)
 as an activity that is voluntary and
enjoy-able, separate from the real
What is game? world, uncertain, unproductive in that
the activity does notproduce any
goods of external value, and governed
by rules (Caillois, 1961)

a simulationas a representation of some real-world

Whitehall and McDonald(1993) and
system that can also take on some aspects ofreality
Ricci et al. (1996) found that
for participants or users. Key features of simulations
instruction incorporating game
are that they representreal-world systems; they
features led toimproved learning.
contain rules and strategies that allow flexible and
variablesimulation activity to evolve; and the cost of
error for participants is low, protectingthem from the
more severe consequences of mistakes (Crookall &
MUSIC model of
motivation
(Jones, 2015)

eMpower Success Caring

Feel empowered Believe that they

to make can succeed if Believe that the
decisions about they put forth instructor and
some aspects the effort others in the
of their learning required learning
Usefulness Interest environment
Understand why Are interested in care about their
what they are the content and learning and
learning is useful instructional about them
for their short- or activities as individuals
long-term goals
 • Social media post and ads
TOFU (Top of the Funnel) • Email marketing
Activities that facilitate awareness. Make your target
• Promotional video
audience aware of the problem you’re addressing
• Press
and how you’re solving it
• Release

• Discounts
MOFU (Middle of the Funnel) • Exclusive offers
Activities that facilitate evaluation
• Free trial
Convert those who are aware into leads
• Event

• Demo
BOFU (Bottom of the Funnel) • Feedback
Activities that facilitate conversion
• Success stories
Guide the leads in making an informed purchase decision
• Comparison sheets

PDF) Games, Motivation, and Learning: A Research and Practice Model. Available from:

https://www.researchgate.net/publication/201381833_Games_Motivation_and_Learning_A_Research_and_Practice_Model [accessed Nov 18 2020].

Game dimension

Strategy, Tactics,
and Execution
A strategy, a list of tactics, and knowing
how to execute them are integral in the
attainmentof your company goals. Use
the blank framework on the next page
to start filling out yourown strategy,
tactics, and execution
 Fantasy
• Games represent an activity that is separate from real life in that there is no
activityoutside the game that literally corresponds.
• Games involve imaginary worlds.
• environment that evokes “mental images of physical or social situations
that do notexist”
• Malone and Lepper (1987) noted that fan-tasies can offer analogies or
metaphors for real-world processes that allow the user toexperience
phenomena from varied perspectives. I
Rules/Goals oriented
• the rules and constraints of ordinary life are temporarily suspended and
replaced by a set of rules that are operative within the fixed space and
time of the game.
• One of the most robustfindings in the literature on motivation is that
clear, specific, and difficult goals lead toenhanced performance (Locke &
Latham, 1990).

PDF) Games, Motivation, and Learning: A Research and Practice Model. Available from:

https://www.researchgate.net/publication/201381833_Games_Motivation_and_Learning_A_Research_and_Practice_Model [accessed Nov 18 2020].

 Sensory stimuli
• Sound effects, dynamic graphics, and other sensory stimuli that arestrange
or unfamiliar can be attention grabbing.
• Rieber (1991) argued that animated graphics enhance themotivational
appeal of instructional activities and found that students
overwhelminglychoose to return to practice activities that include dynamic
graphics.
Challenge
• Malone and Lepper (1987) have claimed that individuals desire an
optimal level ofchallenge; that is, we are challenged by activities that are
neither too easy nor too diffi-cult to perform.
• Goals should be clearly specified, yet the possibility of obtain-ing that
goal should be uncertain.
• Games should employ progressive difficulty levels,multiple goals, and a
certain amount of informational ambiguity to ensure an
uncertainoutcome.
• Performance feedback and score keeping allows the individual to track
prog-ress toward desired goals.
PDF) Games, Motivation, and Learning: A Research and Practice Model. Available from:
• Finally, goals must be meaningful to the individual.
https://www.researchgate.net/publication/201381833_Games_Motivation_and_Learning_A_Research_and_Practice_Model [accessed Nov 18 2020].
 Mastery
• Most experts agree that curiosity reflects a human tendency to make sense
of the worldand that we are curious about things that are unexpected or
that we cannot explain(Loewenstein, 1994).
• mystery evokes curios-ity in the individual, and this leads to the
question of what constitutes mystery.Research suggests that mystery is
enhanced by incongruity of information, complex-ity, novelty, surprise and
violation of expectations (Berlyne, 1960), incompatibilitybetween ideas
and inability to predict the future (Kagan, 1972), and information that
Control
isincomplete or inconsistent (Malone & Lepper, 1987).
• refers to the exercise of authority or the ability to regulate, direct, or
com-mand something.
• Morrison, Ross, and Baldwin (1992) found that students who were
allowed to choose the amount and the context of practice problems
reported more positive attitudes.
• Games evoke a sense of personal control when users are allowed to
select strategies, manage the direction of activity, and make decisions
PDF) Games, Motivation,that directlyaffect
and Learning: outcomes,
A Research and Practice evenfrom:
Model. Available if actions are not instructionally
relevant.
https://www.researchgate.net/publication/201381833_Games_Motivation_and_Learning_A_Research_and_Practice_Model [accessed Nov 18 2020].
User judgement
criteria
Expected learning
outcomes
What’s your opinion on:
a) The suitability of video
games in learning?
b) How to monitor The suitability of video

success/ learning? games in learning?

 What’s your opinion… What’s your opinion…

The suitability of How to monitor

video games in success/
learning? learning?
• Effort is withheld when previous experiences have failed to
achieve success.

• Breaking down learning tasks into achievable challenge

segments, in which students experience, and are aware of,
success on route to learning goals (e.g. analytic rubrics,
effort-to-progress graphs)

• and reflect on what they learned and how they learned,

• builds their confidence that their effort can bring them closer to
their goals.
Available for both Wii and Nintendo
DS, this linguist-developed game will
help students improve their verbal
communication skills through six
different fun, word-related games.
Even better, the game comes
complete with a built-in dictionary Examples of video
loaded with over 17,000 words.
games for learning
The Reader Rabbit series has
reading-related educational games
that touch a variety of learning levels
and topics. The one we've linked to
here is for second graders, but there
are others for lower and higher
grades. All get kids involved in reading
through a series of fun mini-games.
Bolster your kids' geographic
knowledge with the help of this fun
Xbox game, which allows players to
quiz themselves, complete puzzles, or
explore the world.

Examples of video
games for learning
This Jump Start title is one of many
the company offers on the Wii
platform. Through it, young learners
engage with a 3D environment that
helps them to practice math, reading,
and critical thinking skills, earning
virtual rewards as they go.
Thank you
See you next week!