Gavarkovs Adam, Miller Erin, Coleman Jaimie, Gunasegaran Tharsiga, Kusurkar Rashmi A, Kulasegaram Kulamakan, Anderson Melanie, Brydges Ryan
Division of Continuing Professional Development, Faculty of Medicine, University of British Columbia, Vancouver, BC, Canada.
School of Physical Therapy, Faculty of Health Sciences, Western University, London, ON, Canada.
JMIR Med Educ. 2025 Apr 11;11:e64179. doi: 10.2196/64179.
The motivational design of online instruction is critical in influencing learners' motivation. Given the multifaceted and situated nature of motivation, educators need access to a range of evidence-based motivational design strategies that target different motivational constructs (eg, interest or confidence).
This systematic review and directed content analysis aimed to catalog the motivational constructs targeted in experimental studies of online motivational design strategies in health professions education. Identifying which motivational constructs have been most frequently targeted by design strategies-and which remain under-studied-can offer valuable insights into potential areas for future research.
Medline, Embase, Emcare, PsycINFO, ERIC, and Web of Science were searched from 1990 to August 2022. Studies were included if they compared online instructional design strategies intending to support a motivational construct (eg, interest) or motivation in general among learners in licensed health professions. Two team members independently screened and coded the studies, focusing on the motivational theories that researchers used and the motivational constructs targeted by their design strategies. Motivational constructs were coded into the following categories: intrinsic value beliefs, extrinsic value beliefs, competence and control beliefs, social connectedness, autonomy, and goals.
From 10,584 records, 46 studies were included. Half of the studies (n=23) tested strategies aimed at making instruction more interesting, enjoyable, and fun (n=23), while fewer studies tested strategies aimed at influencing extrinsic value beliefs (n=9), competence and control beliefs (n=6), social connectedness (n=4), or autonomy (n=2). A focus on intrinsic value beliefs was particularly evident in studies not informed by a theory of motivation.
Most research in health professions education has focused on motivating learners by making online instruction more interesting, enjoyable, and fun. We recommend that future research expand this focus to include other motivational constructs, such as relevance, confidence, and autonomy. Investigating design strategies that influence these constructs would help generate a broader toolkit of strategies for educators to support learners' motivation in online settings.
PROSPERO CRD42022359521; https://www.crd.york.ac.uk/PROSPERO/view/CRD42022359521.
在线教学的动机设计对于影响学习者的动机至关重要。鉴于动机具有多面性和情境性，教育工作者需要获得一系列基于证据的动机设计策略，这些策略针对不同的动机结构（如兴趣或信心）。
本系统评价和定向内容分析旨在梳理卫生专业教育中在线动机设计策略实验研究所针对的动机结构。确定哪些动机结构最常成为设计策略的目标，以及哪些仍未得到充分研究，可为未来研究的潜在领域提供有价值的见解。
检索了1990年至2022年8月期间的Medline、Embase、Emcare、PsycINFO、ERIC和科学网。如果研究比较了旨在支持某种动机结构（如兴趣）或一般动机的在线教学设计策略，则纳入这些研究，这些研究针对的是有执照的卫生专业学习者。两名团队成员独立筛选和编码研究，重点关注研究人员使用的动机理论及其设计策略所针对的动机结构。动机结构被编码为以下类别：内在价值信念、外在价值信念、能力和控制信念、社会联系、自主性和目标。
从10584条记录中，纳入了46项研究。一半的研究（n = 23）测试了旨在使教学更有趣、更愉快和更有意思的策略（n = 23），而测试旨在影响外在价值信念（n = 9）、能力和控制信念（n = 6）、社会联系（n = 4）或自主性（n = 2）的策略的研究较少。在没有动机理论指导的研究中，对内在价值信念的关注尤为明显。
卫生专业教育中的大多数研究都集中在通过使在线教学更有趣、更愉快和更有意思来激发学习者的动机。我们建议未来的研究将这一重点扩展到包括其他动机结构，如相关性、信心和自主性。研究影响这些结构的设计策略将有助于为教育工作者生成更广泛的策略工具包，以支持学习者在在线环境中的动机。
PROSPERO CRD42022359521；https://www.crd.york.ac.uk/PROSPERO/view/CRD42022359521 。
