How to Use Emotions to Motivate Students to Complete a Course

Contents:

• Universal emotional states during learning
• The main reasons for low engagement
• Quick results as an engaging technique

When we started our computer courses four years ago, the first lesson on 3D graphics looked like this:

Students were introduced to the basics of 3D modeling, were given a detailed introduction to the program interface, and were asked to create simple figures on their own. We explained basic concepts, focusing on elementary aspects, and we didn't even consider the possibility of an alternative approach.

At the beginning of the course, we noticed that some students were dropping out of the program. This necessitated a thorough analysis of the situation to identify the causes. As a result, we intuitively determined the direction to improve student retention.

The first lesson in computer graphics is now presented in an updated format. We explore the fundamentals of graphic design, including the basic principles of working with graphic editors and image creation programs. The lesson covers topics such as working with vector and raster graphics, using a color palette, and the basics of composition and typography. We will also introduce you to popular tools and software that will help you bring your creative ideas to life. This lesson will be a great starting point for anyone who wants to understand the world of computer graphics and develop their skills in this field.

In this fragment of the cartoon "Monsters, Inc.", students immediately immerse themselves in practical learning, ignoring the theoretical material. Instead, they engage in engaging activities that allow them to quickly see the results of their work. The key is that all the necessary elements are already prepared, and students only need to resize the shapes, orient them correctly, and arrange them on the work surface. This approach to learning fosters creative thinking and practical skills, making the learning process more effective and engaging.

As a result of using this approach, the dropout rate has decreased significantly. Our course is two years long and has an 80% completion rate. The principles we will discuss are relevant not only to IT but also to other fields and are suitable for all types of education – from preschool to corporate. These methods ensure effective assimilation of the material and help maintain interest in learning throughout the course.

Universal Emotional States During Learning

What keeps a student's attention throughout a course? It's not just the information they receive, or even the instructor's authority. Emotional perception plays a key role in engagement. If you can evoke positive emotions, the student will be interested and stay with you until the very end of the course. Creating an emotional connection helps maintain attention and promotes deeper assimilation of the material.

During learning, a person experiences a variety of emotional states. Using specific techniques, these emotions can be managed, which in turn improves engagement and retention. Effective emotional management promotes deeper learning and increases learner motivation.

Based on modern learning theories such as the SSDL motivation model, TRIZ pedagogy, and Robert Gagné's research on the "Conditions of Learning," as well as our practical experience, we have developed a universal framework for the states a student goes through during the learning process. This framework allows for a better understanding of the dynamics of the learning process and optimizes teaching methods for maximum results.

The universal stages of learning are relevant for any course. Depending on the goals and content, these stages may change; for example, the phrase "I benefit" may replace "I am doing well." However, the basic principle, from the learner's perspective, remains the same: first, it is important to understand why this course is needed, then study the core concepts, try to apply the new knowledge in practice, use it to solve personal problems, and ultimately, make an impact on the world around them. These learning stages help structure the process and make it more effective.

Main Causes of Low Engagement

Within the concept of emotional states, three key reasons for engaging can be identified. The first reason is a lack of motivation, when individuals lack interest or desire to participate in the process. The second reason is related to negative emotions, such as fear or anxiety, which can hinder active participation. The third reason is a lack of support from others, which can also reduce engagement. Understanding these factors plays an important role in developing effective strategies for increasing engagement and improving interaction.

• Changing states too quickly. In this case, the student simply doesn't have time to comprehend the next stage. Unfortunately, it's impossible to give universal recommendations for the duration of each stage of learning. Therefore, we recommend experimenting and asking students for feedback. If you do this regularly and promptly, timing issues will soon become apparent.
• Changing states too slowly. When the student is ready to move on, for example, to the experimentation stage, and the theory is still being explained to them, a feeling of boredom arises.
• Incorrect choice of state. The vast majority of courses emphasize the "I understand" state at the very beginning—an explanation of the fundamental principles. However, the student is not yet able to effectively absorb the information, because they do not yet understand the purpose of this knowledge.

We are confident that the key state for successful learning is the feeling of "I can do it." Offering an attractive and engaging start in the first lessons will create strong motivation that will maintain interest throughout the course. At the same time, even if your course is overall high-quality, if the start fails to generate interest and inspire success, the likelihood of long-term engagement decreases. Ensuring a positive first impression is crucial for retaining participants and increasing their engagement throughout the course.

In this step, we will dive into the key aspects and nuances that will help you better understand its meaning and importance.

Quick Results as an Engagement Technique

It is critical for course creators and leaders to understand that simply having a student attend the first lesson does not guarantee their interest in the course. If a student leaves a course soon after the start, this may indicate that the content or format of the course does not meet their expectations or needs. It is important to analyze the reasons why students do not stay and make changes to the program to make the course more attractive and useful for the target audience.

When a student arrives for the first lesson, it is important to remember that you still have to fight for their attention and interest. Your goal is to engage the student in the course. One of the most effective ways to achieve this is to demonstrate a practical outcome right from the start. This will help motivate the student, encouraging them to delve deeper and continue learning the topic.

Two main methods can be used to achieve the desired effect.

An effective teaching method is hands-on. This approach involves presenting extensive material in the first lesson without requiring the student to delve deeply into the fundamentals. Instead, the emphasis is on small, step-by-step steps, allowing the student to more easily absorb the information and gradually develop skills. This approach promotes increased motivation and self-confidence, which in turn leads to more successful learning.

Let's take a culinary example. In the first lesson, provide the student with prepared cake layers, frosting, and decorations so they can assemble the cake. In the next lesson, encourage them to prepare the frosting themselves, after which they can bake the cake layers. Eventually, you'll reach the stage where the student is making the cake entirely independently, starting with raw ingredients. This approach allows for gradual development of skills and confidence, which is especially important in culinary education.

Some courses don't allow this approach. In such cases, an alternative method is necessary.

Instruction sometimes requires moving from the specific to the general, from simple to complex. For example, in a programming course for beginners, you can't simply provide ready-made code and expect the student to immediately understand its structure and logic. Effective learning requires a gradual introduction to the basics, allowing students to develop the skills and confidence to tackle more complex concepts. For the first lesson, develop a series of short, engaging, and accessible tasks that allow the student to complete them quickly and feel a sense of accomplishment. This will help create a positive first impression and increase motivation for further learning. Ensure that the tasks are related to the student's interests to make them more engaging and stimulating. One standard exercise in early HTML coding lessons is creating a rainbow with labels for each color. However, this task can seem boring. Instead, we offer students a more engaging task: insert a still from their favorite movie onto the page and add a hint so other group members can guess the title of the film. The theoretical aspects remain the same as in the rainbow exercise, but this form of the assignment significantly increases student interest and engagement.