Run for life
Motivation plays a crucial role in all aspects of life. In education, motivation theories are widely applied to encourage students and enhance their engagement. The design of puppet animation is highly innovative and effectively linked to motivation theories, particularly extrinsic motivation. The cheering puppet and the reward at the finish line illustrate Reinforcement Theory, where rewards serve as tools to elicit desired behaviors. Similarly, the animation reflects Expectancy Theory, as the puppet’s clear goal and visible reward foster expectancy (belief that effort leads to achievement) and instrumentality (belief that achievement leads to a valued reward). The cheering puppet highlights the importance of external factors like social reinforcement in sustaining motivation.
Our group photo
Profiles (from left to right)
Nathan, “I’m a photographer from China, it is a great joy to do this project with Lily and my lovely teammates. I love education!”
Nancy, “I am from India and came here for my master’s. I really felt United in this project. We are all from different countries, but in the community project, we all shared our ideas and succeeded in this project.”
Stanley, “I’m Stanley. It gladdens my heart to meet you all. I am a Nigerian and a graduate in biochemistry. I’m a musician. I am now pursuing my graduate studies at TRU, and I hope it goes smoothly for me.”
Lucas, “I’m Lucas. It’s a pleasure to meet you all here. I completed my undergraduate degree in art design in China, and now I’m pursuing my graduate studies at TRU. This will be a challenging and meaningful journey. I enjoy cooking and exercising in my spare time.”
Reflection
In our discussion on the motivation project, our group members shared deeply personal experiences and intrinsic motivations, including the desire to pursue academic success and to improve the living conditions of our families. These conversations allowed us to surface the emotional and psychological dimensions of learning, and to reflect on how motivation is shaped by our values, goals, and social contexts.
Guided by Dr. Tanya and Lily, we were encouraged to record our thought processes, not merely to reach a polished final product, but to engage in reflective inquiry and strengthen our understanding of how learning happens. This shift in focus from outcome to process helped us explore the foundations of intrinsic motivation, such as a sense of satisfaction, joy in learning, and the drive for personal growth.
The creation of our automaton added another layer of meaning to this exploration. As we conceptualized and built our automaton, we used visual and kinetic storytelling to illustrate how motivation is sustained by encouragement and support from family, friends, and community. This creative process required us to distill abstract concepts into physical representations, prompting us to consider how motivation manifests in daily life—not just in grand achievements, but in small acts of perseverance and care.
Engaging with motivation theory through both discussion and design has not only enriched our academic understanding but also given us a practical lens through which we can view our own lives as learners. This experience reminded us that motivation is dynamic and relational, and that fostering motivation, both for ourselves and others, requires empathy, awareness, and support. As we continue on our educational journeys, we carry forward these lessons and the confidence that our stories, efforts, and dreams matter.