"Traditional" course design, based conventional lecturing and high-stakes assessments, is considered low-structured course design. On the other hand, daily and weekly active learning exercises, combined with more numerous low-stakes practice exams, are considered crucial parts of high-structured course design. It is hypothesized that high-structured courses, while being more resource intensive, produce better results in comparison to low-structured courses. Some common components of high-structured courses are:
- Socratic lecturing
- Ungraded active-learning exercises
- "Clicker" questions
- Practice exams
- Class notes summaries
- Reading quizzes
- In-class group exercises

High/Low Structured Course Design

Willingness and consistency in performing said task. Can also be seen as "positive conduct" or "participation" with regards to the task at hand. Usually measured by:
- Persistence
- Level of concentration
- Contributions made

University of Illinois at Urbana-Champaign

University of Michigan - Ann Arbor

The measure and study of sustained interaction with the medium. Engagement is different from Motivation in that it focuses on the user's willingness to continue interacting, rather than what inspires or spurs them into action.

Engagement

When the means of participation is to achieve some other goal (status, money, etc.). For example, if I play a sport because I think it will impress someone. Extrinsic motivation involves doing something to receive something form others.

Extrinsic Motivation

Fredricks, J.A., Blumenfeld, P.C., Paris, A.H. School Engagement: Potential of the Concept, State of the Evidence (2002). Review of Educational Research. 74:1, 59-109

School Engagement: Potential of the Concept, State of the Evidence (2002)

Behavioral Engagement

Emotional response to the task at hand. This is usually in response to needs being met or ignored while interacting with the task. Responses to varying levels of emotional engagement can be:
- Happiness
- Anxiety
- Boredom

Emotional Engagement

The user's level of investment in learning/task, in regards to personal ability, time and energy. Can also include:
- A design for challenge / flow state
- Flexibility in problem solving
- Mastery focus over achievement focus

Cognitive Engagement

Student engagement is defined as student involvement in meaningful educational activities, and is considered an indicator for student learning and educational development. 

Student Engagement

Goals with an "outward" orientation - meaning they are concerned with extrinsic manifestations of worth rather than fulfilling innate need satisfaction  (Williams, Cox, Hedberg, & Deci, 2000; Fromm, 1976; Van Boven & Gilovich, 2003). In SDT, they include:
- wealth 
- fame
- image
- physical appearance 

Extrinsic goals

- Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis
- Teachers’ perceptions of academic intrinsic motivation for students with disabilities

References about extrinsic and intrinsic motivation

Posited by Fogg, they are external events or actions that coerces/persuades users to perform a certain action. Triggers can be classified as:
- Sparks (draws upon motivating factors)
- Facilitators (draws upon ability/enabling factors)
- Signals (draws upon regularities or habits).

Behavioral Triggers

Incentivizing or convincing users to contribute content on the platform. This can be showing them that the utility of adding content is greater than the cost of having to create it.

Encouraging contributions in online communities

Meeting the expectations of one's peers draws on both behavioral and emotional engagement, and can facilitate further discussion that is usually absent when being assessed by a lecturer.

"Motivated by the knowledge that there is an audience."

According to SDT, there are four types of extrinsic motivation, as listed below. 

1. External Regulation
2. Introjected Regulation
3. Identified Regulation
4. Integrated Regulation

Types of Extrinsic Motivation

"The extrinsic reward structures of engagement-contingent rewards, completion-contingent rewards, and performance-contingent rewards all undermine intrinsic motivation in most cases... Adding too many extrinsic badges, points, or rewards may undermine your efforts." (Kapp 2012).



Extrinsic - Intrinsic Motivation Conflicts

Self-Determination Theory has been utilized by some physicians to aid in patient's wellbeing. This is usually done by encouraging exercise, healthy eating, diabetes self-management, and more. The theory is that by encouraging and rewarding positive behavior. patients can improve themselves.

Self-Determination Theory in Healthcare

A proper parent-child relationship is supposed to support the child physically and emotionally. When done effectively, children are more likely to succeed in school and be happier in life. Negative parent-child relationships harm the ability of a student to succeed in academic settings.

Parent-Child Relationships in Education 

If someone wants to be an actor because they want to become famous, do they have intrinsic or extrinsic motivation for pursuing acting?

Extrinsic motivation stems from external factors. Common examples of these external drivers include tangible outcomes like compensation, the avoidance of punishment, or the attainment of other external rewards.

Examples of Extrinsic Motivators: Compensation, Punishment, and Reward

A student whose primary reason for attending college is to obtain a degree that leads to a high-paying career or to fulfill parental expectations is driven by extrinsic motivation. In this case, the behavior is directed by the pursuit of external outcomes, such as financial gain or social approval.

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