title: Effects of fantasy contexts on children's learning and motivation: making learning more fun.
abstract: Two studies examined the effects of embedding instructional materials in relevant fantasy contexts on children's motivation and learning. In Study 1, Ss showed marked preferences for computer-based educational programs that involved fantasy elements. In Study 2, Ss worked with these programs for 5 hr. One program presented purely abstract problems. Others presented identical problems within fantasy contexts. Some Ss chose among 3 fantasies; others were assigned identical fantasies. Tests on the material occurred before, immediately after, and 2 weeks after the experimental sessions. Ss showed significantly greater learning and transfer in the fantasy than in the no-fantasy conditions. Having a choice of fantasies made no difference. Motivational and individualization strategies for enhancing interest and promoting learning are discussed.
authors.affiliation: Department of Psychology, Stanford University, California 94305-2130.
authors.forename: L E
authors.initials: LE
authors.lastname: Parker
authors.forename: M R
authors.initials: MR
authors.lastname: Lepper
mesh_terms: D000124:Achievement; D001288:Attention; D002648:Child; D003196:Computer Graphics; D003194:Computer-Assisted Instruction; D005201:Fantasy; D005260:Female; D006801:Humans; D007206:Individuality; D007858:Learning; D008297:Male; D009042:Motivation; D010553:Personality Development; D011340:Problem Solving