Motivating students in problem-based learning

When students are motivated and committed to learning, teaching is at its best, and desired learning outcomes are easiest to achieve. Problem-based learning (PBL) is generally considered a motivating learning method for students as it is based on real-life settings, and it emphasises students’ active participation and knowledge creation. However, studies have also reported initial student resistance toward PBL (McCowan, 2018; Weimer, 2002, p. 81), and there is no rigorous scientific evidence backing up the general assumption of PBL being automatically motivating (Rotgans & Schmidt, 2019).

Thus, to ensure or at least contribute to students’ motivation in PBL, the teachers should emphasise specific aspects of learning. In this article, we provide practical examples of how to motivate students in PBL. The article draws from the ARCS model by John M Keller, and it’s seasoned by the profound teaching experience of the main author of the article.

ARCS model of motivation

In PBL, as compared to the conventional, lecture-based model of teaching, students’ roles change from passive to active actors. Subsequently, students are required to take responsibility for their own learning. Teachers’ main role in PBL is to support and facilitate learning, which includes motivating the students. To assist teachers in this task, John M Keller has developed the ARCS model that can be used to design learning strategies and environments that revive motivation toward learning (Keller, 2012). The name of the model is an abbreviation of four categories that include motivational concepts and theories: attention, relevance, confidence, and satisfaction (Keller, 2012).

Attention refers to “gaining attention, building curiosity, and sustaining active engagement” (Keller, 2012). In practice, this can translate to a variety of practices, from using animations in presentations to providing real-world examples (Keller, 2012). To arouse interest, one approach is to tie a specific topic into a broader context. For example, to tie the topic of agronomic practices for the increase in biomass to food security and/or climate change mitigation. This wider context is often emergent in PBL, where learning is tied to real-world settings.

Relevance encompasses the connections between what and how is taught – or learned – and what are the student’s aims, experiences, and/or learning styles (Keller, 2012). The student needs to feel that learning has a meaning, which is important in terms of, e.g., personal development, solving societal challenges, or landing a job. Using real-life problems in teaching, as in PBL, and organizing field or alumni visits can increase the sense of relevancy in students.

Confidence refers to student’s perception of control and belief in their abilities to learn and achieve an assignment (Keller, 2012). Too difficult tasks or hard demands are likely to reduce confidence and, thus, motivation, but so are too easy tasks that do not provide a challenge.

Satisfaction, for example, through fairness, equity, rewards, and feeling pride is crucial for enjoying the learning process and, thus, arousing and maintaining motivation (Keller, 2012). Hence, remember to treat students equally, provide positive feedback, and even celebrate with students when they have succeeded.

Motivating students: dos and don’ts

Now you have a basic understanding of what enhances motivation. To help put this knowledge into practice, we have formulated seven dos and don’ts for PBL classrooms.

(1) Formulate an authentic, yet not too demanding or too easy problem scenario that relates to the topic and discipline. Generally, problem scenarios coming directly from the world of work, i.e., challenges faced by an existing institution, are more motivating than problems made up by the teacher. Working together with the labour market also provides students with the opportunity to showcase their competences to potential employers, enhancing motivation.

(2) Do not order students around, telling them what to do. This is just likely to make students feel intimidated and arouse resistance and frustration. Freedom and autonomy are the keys to motivation.

(3) Do not lecture and provide ready answers. Promote student activity and participation by challenging students with questions and enhancing doing – instead of just listening or reading. Allow students also to challenge you.

(4) Guide students throughout the learning process. Allow students to determine how to approach the problem and the possible ways to find solutions. If the students are going in the wrong direction, don’t provide them direct answers or instructions, but guide them through questions and allow them to realise alternative ways.

(5) Be easily approachable and create a supportive learning environment, where students can believe in themselves and their peers. In case of challenges within the teams or among students, intervene and solve the issues immediately. A poor learning environment and conflicts will lead to a rapid decline in motivation.

(6) Tie theory to practice and convince students why learning something is important. Also help them to understand where and how they can utilise their learnings.

(7) Provide regular feedback to students and organise discussion sessions where you guide the students to discuss and reflect on what they have learned.

The final words

The motivational approaches and examples provided in this article are not tied to PBL only. They can be used in any pedagogical approach. The main point of this article is, that PBL by an approach itself may not be enough to arouse and maintain students’ motivation, but deliberate effort from the teacher is required. It is also important to understand that students are different and what motivates one may not motivate another. Thus, it is good to try and implement different motivating approaches. Motivation enhances students’ learning, but it also brings secondary benefits to the teacher, as motivated students tend to motivate the teacher and make the teaching more enjoyable.