The motivation to exercise might be universal for health and well-being, but each one of us will find our respective inspirations in different contexts. Some might exercise to stay physically fit, some might do it to manage a disease or an illness, others may do it competitively aiming to win sports competitions, and so on.

It's like a jigsaw puzzle, really. Our motivations are shaped by our personalities, experiences, values, and the specific environment we're in at any given moment.

We might be quite excited to read a book and buy it, only to see it gathering dust on our bookshelves a few weeks later. We might want to wake up early in the morning, only to start hitting the snooze button a couple of days in.

As humans trying to improve, this is frustrating but it doesn’t take away the truthfulness of the fact illustrated by this figure.

TL;DR: What gets us started is NOT what keeps us going

Research suggests that when we set out to achieve a goal, our focus is on the reward which propels us into action. But once we begin, the reality hits. We come face to face with what’s really required to reach the goal and our focus shifts from reward to effort and the more we focus on the effort, the more likely we are to fail.

Intrinsic motivation: The Magic Within

Intrinsic motivation is like having our own personal cheerleader cheering us on from within. It propels us to do things with passion and dedication, and the reward is often the process itself. For instance, reading a book for pleasure, solving a puzzle for the sheer challenge of solving it, or playing a musical instrument for hours.

Extrinsic Motivation: Carrots and Sticks

Extrinsic motivation can be powerful in pushing us towards certain goals, but it relies on external factors to provide the spark. Like a firecracker, it might create a short burst of energy, but it's not self-sustaining. For instance - studying to get a good grade in exams, posting on social media to get more likes & followers, and putting in extra effort at work to earn a promotion.

Let's say you love painting (intrinsic motivation) and you join an art competition with a cash prize (extrinsic motivation). While the initial push might come from the desire to win the prize, the joy of painting itself might end up being your main driving force. The external reward might get us started, but the intrinsic love for art will keep us going.

On the other hand, if we're doing something solely for external rewards without any genuine passion, the task may not be as enjoyable. It's like following a recipe we dislike just because we want to impress others with our cooking skills. The result might be satisfactory to others, but we might not find the same joy and fulfilment.

While we tend to use these terms interchangeably on a regular basis, they are not the same thing at all! Motivation is the force behind why someone does something. Engagement is the degree to which a person is absorbed in the activity. While motivation might be the fuel and provides the energy to begin, engagement is the actual movement of the car itself. Motivation is the underlying feeling, engagement is the action.

While the two are related, someone can be motivated to do something but not be completely engaged.

Imagine a student who is motivated to get good grades because they want to impress their parents and secure a college scholarship. However, when attending classes, they find the subject matter uninteresting, the facilitation style quite uninspiring, and the learning environment dull. Despite their motivation to achieve good grades, they may find it challenging to stay engaged during classes (and even fall asleep!)

It's also possible for someone who is fully engaged in the activity but not initially motivated by it.

Imagine a person attending a workshop on a topic they are not particularly interested in because their peers have insisted on signing up and tagging along. During the workshop, the individual finds the presenter captivating, the content well-delivered, and the activities enjoyable. As a result, they become highly engaged in the event, actively participating in discussions and activities despite lacking initial motivation for the subject matter.

In an ideal situation, high motivation does lead to high engagement, but fulfilment as a result of deep engagement can also sometimes spark and ignite some motivation. A complicated relationship indeed.

There are various factors that can influence a learner's motivation, and some of them are beyond our power to change:

• Environmental factors: These are things around the learners, like their physical surroundings or the resources available to them. For example, if someone doesn't have a quiet place to study or lacks access to necessary technology, it can impact their motivation to engage with the course.

• Socio-economic factors: This refers to a person's financial situation and social status. If someone is facing financial difficulties or belongs to a disadvantaged background, their motivation might be affected due to worries about fulfilling basic needs and other complex life challenges.

• Cultural influences: Different cultures value learning differently. They may also promote gender norms that impact one's access to education. These cultural beliefs can shape a person's motivation to learn.

• Logistical barriers: Sometimes, external constraints like a busy schedule or lack of time can make it challenging for learners to commit to the course, affecting their motivation.

• Learning Disabilities and Special Needs: Learners with specific learning disabilities or special needs may require individualised accommodations that are beyond the scope of standard course or product design. While efforts can be made to create inclusive content or interfaces, learners' unique requirements might still be outside the direct control of the designer.

• Life Events and Distractions: External life events and distractions can significantly impact a learner's motivation and ability to engage with the course. For example, unexpected personal challenges, family obligations, or work-related demands can divert their attention away from the learning process.

As learning experience designers, we might not be able to directly influence the above factors, but this doesn't mean that we're powerless. We could still offer flexible learning schedules, make the content relatable to learners from various cultural backgrounds, provide resources to help overcome logistical challenges, or recommend appropriate external support. Being mindful of these external influences is necessary for us to create a more inclusive and empathic learning environment.