Relevant bibliographies by topics / History of motivation

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'History of motivation'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "History of motivation"

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Wijnia, Lisette, and Virginie F. C. Servant-Miklos. "Behind the times: a brief history of motivation discourse in problem-based learning." Advances in Health Sciences Education 24, no. 5 (2019): 915–29. http://dx.doi.org/10.1007/s10459-019-09923-3.

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Abstract That idea that problem-based learning (PBL) is more motivating that traditional education has been prevalent since the inception of PBL at McMaster University in the late 1960s. Evidencing this through empirical research, however, has proven to be a lot more problematic. This paper retraces how the discourse on motivation started from a laymen’s conception in the early days of PBL, and slowly evolved into a field of scientific inquiry in the 1980s and 1990s. However, looking at the evolution of motivation theory over the same period, we show that motivation discourse in the burgeoning literature on motivation and PBL remained largely wedded to the laymen’s approach, and failed to catch up with the new achievement-goal theory and self-determination theory approaches. This paper proceeds to analyse the explosion of studies on PBL and motivation after 2000, acknowledging efforts to move away from anecdotal accounts and provide theoretical grounding to the research. However, once again, we show that the majority of the research employed outdated motivational measures that do not fully grasp the complexity of contemporary motivation theory. The paper concludes on the observation that single-course and curriculum-wide research interventions have yielded no conclusive results on the effect of PBL on intrinsic motivation, and that future research should therefore seek to use up-to-date motivational constructs in more targeted interventions.
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Freeman, Stephanie. "The Material and Social Dynamics of Motivation." Science & Technology Studies 20, no. 2 (2007): 55–77. http://dx.doi.org/10.23987/sts.55212.

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Volunteer motivation has been a central theme in Free/Libre/Open Source Software (FLOSS) literature. This research has been largely dominated by economists who rely in their surveys on the distinction between intrinsic and extrinsic motivations and the ‘hacker ethic’ – for profi t juxtaposition. The paper argues that survey-based analytical frameworks and research designs have led to a focus on some motivational attributions at the expense of others. It then presents a case study that explores dynamic, non-individualistic and content-sensitive aspects of motivations. The approach is based on socio-cultural psychology and the author’s observations of a hybrid fi rm-community FLOSS project, OpenOffi ce.org. Instead of separating intrinsic motivations from extrinsic ones, it is argued that complex and changing patterns of motivations are tied to changing objects and personal histories prior to and during participation. The boundary between work and hobby in an individual’s participation path is blurred and shifting.
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Romaniuc, Rustam. "Intrinsic motivation in economics: A history." Journal of Behavioral and Experimental Economics 67 (April 2017): 56–64. http://dx.doi.org/10.1016/j.socec.2016.10.002.

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Lyubeznova, Natalia. "The phenomenon of syntagmatic motivation in prefix verb derivation in the Russian language." Филология: научные исследования, no. 2 (February 2020): 101–8. http://dx.doi.org/10.7256/2454-0749.2020.2.29207.

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The subject of this research is the syntagmatic motivational linkages in prefix verb derivation of the Russian language, observed in the aspect of synchronic dynamics. The author examines such aspects of the topic as syntagma (combination of two verbal-cogitative components connected by hierarchical relations of the principal and explanatory) and syntagmatic motivation (substantiated by syntactic models). Special attention is given to the fact that the motivated verb derivative structure can correlate with the motivating components in either syntagmatic sphere or paradigmatic sphere. The scientific novelty is associated with determination of peculiarities of syntagmatic motivation of derived verbs, role of the verbal prefixes in syntagmatic motivation, stages of “derivational history” and varieties of syntagmatic motivation of prefix verbs. The following conclusions were made: 1) full structural-semantic syntagmatic motivation – prefix verbs are motivated by syntactic microstructures, including non-prefix verb and prepositional-nominal constructs, in which preposition is materially and semantically analogous to prefix; 2) semi syntagmatic motivation – prefix verbs are motivated by syntactic microstructures, including non-prefix verb and adverb or combination of noun with preposition, consonant with prefix semantically, but not formally.
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TANAKA, Soichi. "My History and Motivation in Research Activity." Journal of the Society of Materials Science, Japan 69, no. 10 (2020): 767. http://dx.doi.org/10.2472/jsms.69.767.

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Haydon, Graham. "11. Moral Motivation." Journal of Philosophy of Education 33, no. 1 (1999): 101–12. http://dx.doi.org/10.1111/1467-9752.00121.

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Kanfer, Ruth, and Gilad Chen. "Motivation in organizational behavior: History, advances and prospects." Organizational Behavior and Human Decision Processes 136 (September 2016): 6–19. http://dx.doi.org/10.1016/j.obhdp.2016.06.002.

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Kim, Aekyoung, Hannah Bradshaw, Kristina M. Durante, and Sarah E. Hill. "Life History, Fertility, and Short-Term Mating Motivation." Evolutionary Psychology 16, no. 3 (2018): 147470491880006. http://dx.doi.org/10.1177/1474704918800062.

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The current research examines the impact of women’s early-life socioeconomic status (SES; used as a proxy measure of life history strategy), relationship status, and ovulatory cycle phase on their desire for short-term mating. Results revealed that during the periovulatory phase (i.e., the high-fertility phase of the monthly ovulatory cycle), single women from low SES environments expressed an increased desire for short-term mating, whereas the opposite was found for single women from high SES environments. No such pattern was found for partnered women. These results suggest that one’s early-life environment and relationship status may play a key role in how women respond to internal fertility cues, providing important new insights into factors that may moderate ovulatory shifts in mating behavior. Results provide some of the first evidence that one’s developmental history may alter the expression of ovulatory cycle adaptations.
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Graham, Courtney, Marina A. G. von Keyserlingk, and Becca Franks. "Zebrafish welfare: Natural history, social motivation and behaviour." Applied Animal Behaviour Science 200 (March 2018): 13–22. http://dx.doi.org/10.1016/j.applanim.2017.11.005.

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Gray, David A. "Managing Motivation." Winterthur Portfolio 44, no. 1 (2010): 77–122. http://dx.doi.org/10.1086/651088.

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Dissertations / Theses on the topic "History of motivation"

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Jones, Amy Lynn. "Emotional factors in history learning via digital history narrative creation." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3473.

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This study investigated the potentialities of student produced digital narratives in the context of a secondary history classroom. Using qualitative mixed methods, I employed think-aloud observations, interviews, nonparticipant observations and document collection with 14 high school freshmen as they completed digital history narratives, i.e., historical documentaries, as a requirement of their United States history course. The study found that components of digital history narrative creation evoked strong emotions in secondary high school students. Specifically, working with historical imagery and through a technological medium, study participants showed observable, activity-related achievement emotions; emotions that further resulted in increased motivation towards the successful completion of an original history product. The findings provide evidence that the use of technology and historical imagery possess potential to enhance the emotional quality of students' experience in the history classroom, and furthermore, that certain achievement emotions result in an increase in student motivation.
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Solbrig, Heide Frances. "Film and function : a history of industrial motivation film /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2004. http://wwwlib.umi.com/cr/ucsd/fullcit?p3142448.

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Klowss, Jacqui. "Using History to Teach Mathematics." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80402.

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Students today need to be taught not only the real life context of their mathematics lessons but also the historical context of the theory behind their mathematics lessons. Using history to teach mathematics, makes your lessons not only interesting but more meaningful to a large percentage of your students as they are interested in knowing the who, how and why about certain rules, theorems, formulas that they use everyday in class. Students are captivated by learning the history behind mathematicians, rules, etc. and therefore can link the lesson to something in history and a concept. Even learning the mathematics behind historical events motivates and interests them. They cannot get enough!
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Pio, Lisa. "Motivation in the context of the life history of volunteer counsellors." Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/8000.

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Includes bibliographical references.<br>The ethos behind the psychodynamic approach is that past experiences influence and shape present experiences. The past is seen as playing a pivotal role in life outcomes. This study attempts to trace and explore the factors that shape the current motivations of six volunteer counsellors based at an established counselling organisation. The psychodynamic theory is adopted as the framework to interpret the life stories of the participants. Working within a retrospective and narrative framework the life histories of the volunteers could be explored as the narrative approach emphasises the links that individuals make in describing their life histories. The central focus of the study is on the participants' subjective accounts of their life histories and how they interpret these through their narrative.
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Evans, Martin. "The French Resistance to the Algerian war : an oral history of motivation." Thesis, University of Sussex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.238788.

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Persson, Peter. "Elevmotivation utifrån ett historielärarperspektiv (Motivation of students from a History Teacher’s perspective)." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35144.

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Syftet med denna intervjustudie är att med en vetenskapligt kvalitativ metod undersöka hur motivation hos elever skapas utifrån yrkesverksamma historielärares perspektiv, samt hur detta skapande förhåller sig till motivationsteorier. Sju lärare fördelat på två grundskolor och ett gymnasium, har intervjuats. Svaren från intervjuerna har bearbetats separat och sedan analyserats utifrån motivationsteorier. Resultatet visar att lärarna ser egenskaperna i rollen som lärare vara den primära faktorn i skapandet av motivation hos eleverna. Dessa är att vara en god berättare, engagerad, ha goda ämneskunskaper och ha förmåga att kunna beröra elever. Elever i denna ålder befinner sig på en rad olika mognadsnivåer, vilket uttrycktes som betydande för möjligheter och användande av metod, i skapandet av elevmotivation. I frågan om ämnet historia har några unika motivationsfaktorer, så kan inget enhetligt svar påvisas. Det nämndes av en lärare att det hos vissa individer, oftast pojkar, förekommer ett starkt intresse för krig och väpnade konflikter. Detta skulle kunna användas av läraren i historieundervisningen genom att utgår från liknande händelser och utvidga dessa till historiska samband.<br>The purpose of this interview study is to examine, by scientific method, how motivation should be created from the perspective of professional working teacher’s of history, and how this creating stands in relation to motivation theories. Seven teachers divided into two nine-year compulsory schools and one upper secondary school have been interviewed. The answers from the interviews have been adapted separately and then analysed from motivation theories. The result show that the teachers consider that the primary factors for creating motivation of students is the qualities that the role of a teacher has. These qualities are to being a good storyteller, being absorbed in the matter, have good subject knowledge and a power to touch students mind. Students in this age find oneself in different maturity level, which expressed as important factor for the possibilities and for methods used when creating motivation of students. No homogeneous answer was given for the question if the subject of history has unique factors for motivation. It was mention by one teacher that a strong interesting for war and armed conflicts could occur in some individuals; in the most cases these were boys.The teacher when teaching in history could use this, by using similar events from the history and by expanding these to a history relation.
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Cutajar, Alexander. "Motivation, engagement and understanding in history : a study of using moving-image sources in a Maltese secondary history classroom." Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/20138/.

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This study addresses the question: What are the issues associated with using moving images in the history classroom regarding motivation and engagement and historical understanding? Moving images are defined as footage extracts of historical events occurring at points in the twentieth and twenty-first centuries shown on newsreels, documentaries and news broadcasts. In an image-rich, technology-influenced education, learning history with moving images is something that requires investigation. It is possible that as students progress through schooling, motivation and engagement vary. The development of historical understanding, the depth of which may be dependent on the use of procedural knowledge in relation to historical content, is an important objective of history education. This context provides a valid area for research. Using a single-site study to research moving images in the history classroom, two cohorts of Year 11 mixed-ability students (age 15/16) in a Maltese state secondary school following the history option programme and who were in their final year of secondary schooling, participated in this study. Data sources included audio-recorded whole-class teacher-student dialogues, students’ writings and semi-structured group interviews. Findings indicate that students seemed to be interested in moving images because of their visual and auditory appeal. It was found that features of classroom talk, evidenced in students’ spontaneous observations, being responsive to peer contributions, and giving form to understanding through talk, combined to demonstrate motivation, engagement and historical understanding. Analysing the substantive-procedural connection showed that historical understanding was supported when students saw a link between topics and when substantive and procedural knowledge were related. Building on existent research, it is argued that moving images lend themselves to classroom talk as a way of engaging students in a dialogic context, for developing historical understanding and assessing student learning. Recommendations are made for further research and pedagogical development.
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Antich, Peter A. "MOTIVATION AND THE PRIMACY OF PERCEPTION." UKnowledge, 2017. https://uknowledge.uky.edu/philosophy_etds/19.

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In this dissertation, I provide an interpretation and defense of Merleau-Ponty's thesis of the primacy of perception, namely, the thesis that all knowledge is founded on perceptual experience. I take as an interpretative and argumentative key Merleau-Ponty's phenomenological conception of motivation. Whereas epistemology has traditionally accepted a dichotomy between reason and natural causality, I show that this dichotomy is not exhaustive of the forms of epistemic grounding. There is a third type of grounding, the one characteristic of the grounding relations found in perception: motivation. I argue that introducing motivation as a form of epistemic grounding allows us to see how Merleau-Ponty's thesis of the primacy of perception avoids both rationalism and empiricism. Whereas empiricism has argued that all the content of our knowledge is grounded in causal interactions between the world and our senses, and rationalism has held that experience does not suffice as a reason for knowledge, thinking of the relation between experience and knowledge in terms of motivation allows us to see how knowledge can be grounded in experience while at the same time transcending it.
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Berkovich, Ilya. "Motivation in the armies of old-regime Europe." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610794.

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Danley, Mark H. "Combat motivation in the eighteenth-century British army." Thesis, This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-08142009-040334/.

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Books on the topic "History of motivation"

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Work motivation: History, theory, research, and practice. Sage Publications, 2007.

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Work motivation: History, theory, research, and practice. 2nd ed. SAGE, 2012.

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Baragwanath, Emily. Motivation and narrative in Herodotus. Oxford University Press, 2012.

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Hoogeven, Jeffrey L. The role of students in the history of composition. E. Mellen Press, 2003.

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Schmierer, Britta. Motivation in Medeatragödien der Antike und der Neuzeit. Königshausen & Neumann, 2005.

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Hallowed fire: Faith motivation of early women activists. Judson Press, 1991.

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Motivation und Bewertung: Eine Studie zur praktischen Philosophie Humes und Kants. Vandenhoeck & Ruprecht, 1997.

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Fiction und Nonfiction: Probleme ihrer Motivation : Georg Lukács und Ernst Ottwalt. P. Lang, 1986.

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Perception, sensibility, and moral motivation in Augustine: A stoic-platonic synthesis. Cambridge University Press, 2013.

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Samuel, Lawrence R. Freud on Madison Avenue: Motivation research and subliminal advertising in America. University of Pennsylvania Press, 2010.

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Book chapters on the topic "History of motivation"

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Brooks, Richard R., and İlker Özçelik. "History and Motivation." In Distributed Denial of Service Attacks. Chapman and Hall/CRC, 2020. http://dx.doi.org/10.1201/9781315213125-3.

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Donkin, Richard. "Western Electric Discovers Motivation." In The History of Work. Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230282179_12.

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Michaud, Georges, Georges Alecian, and Jacques Richer. "Observational Motivation and Brief History." In Atomic Diffusion in Stars. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19854-5_1.

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Edwards, John. "12. History, Philosophy and the Social Psychology of Language." In Contemporary Language Motivation Theory, edited by Ali H. Al-Hoorie and Peter D. MacIntyre. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788925204-017.

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Edwards, John. "12. History, Philosophy and the Social Psychology of Language." In Contemporary Language Motivation Theory, edited by Ali H. Al-Hoorie and Peter D. MacIntyre. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788925211-017.

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Katzourakis, Nikos. "History, Examples, Motivation and First Definitions." In SpringerBriefs in Mathematics. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-12829-0_1.

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Stellar, James R., and Eliot Stellar. "A Brief History of Motivation and Reward Concepts." In The Neurobiology of Motivation and Reward. Springer New York, 1985. http://dx.doi.org/10.1007/978-1-4615-8032-4_2.

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Carreto Fidalgo, David. "MAGIC and the Crab Pulsar: History and Motivation." In Revealing the Most Energetic Light from Pulsars and Their Nebulae. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-24194-0_4.

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O’Boyle, Cherie. "When Motivation Is the Question: Why Do We Do What We Do?" In History of Psychology. Routledge, 2020. http://dx.doi.org/10.4324/9781003141518-11.

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Kim, Tae-Young. "History of English Learning and Its Motivation in Other East Asian Countries." In Historical Development of English Learning Motivation Research. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2514-5_5.

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Conference papers on the topic "History of motivation"

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Kulebina, A. G. "Motivation Of Students To Wellness Classes: An Individual-Personal Approach." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.76.

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Alexandrova, N. V. "Motivation Of Students To Project Activities In A Modern University." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.96.

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Anufrieva, N. V. "Personalizing in class history as an effective technique increase motivation to learn." In Global science. Development and novelty. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/gdsn-25-12-2018-07.

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Wijaya, Bhatara, Baidi Bukhori, Wening Wihartati, and Hartanto Hartanto. "The Effect of Academic Self Efficacy on Achievement Motivation-Mediated Resilience." In Proceedings of the First International Conference on Islamic History and Civilization, ICON-ISHIC 2020, 14 October, Semarang, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.14-10-2020.2303839.

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Lin, Kuan-Cheng, and Yu Che Wei. "Online Interactive Game-Based Learning in High School History Education: Impact on Educational Effectiveness and Student Motivation." In 2011 4th International Conference on Ubi-Media Computing (U-Media). IEEE, 2011. http://dx.doi.org/10.1109/u-media.2011.22.

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Jatrina, Jatrina, and Sardiman Sardiman. "The Implementation of Mind Mapping Model to Increase Motivation and Achievement of History Learning in SMA Negeri 1 Ngaglik." In The Proceedings of the 4th International Conference of Social Science and Education, ICSSED 2020, August 4-5 2020, Yogyakarta, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.4-8-2020.2302437.

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Shurekova, Ksenia. "POLITICAL AND LEGAL VIEWS OF A.F. KERENSKY AND THEIR INFLUENCE ON THE FORMATION OF THE LEGAL POLICY OF THE PROVISIONAL GOVERNMENT." In Current problems of jurisprudence. Publishing Center RIOR, 2020. http://dx.doi.org/10.29039/02032-6/205-213.

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Alexander Fyodorovich Kerensky was an important figure in the political and revolutionary processes of the beginning of the last century. The author of the article is interested in considering the psychological nature of the personality and motivation of A.F. Kerensky, which led to decisions that influenced not only his fate, but also the further history of the country as a whole.
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Hurtado, Jairo A., and Yenny A. Real. "Collaborative creation between students and teachers for the development of an evaluation gameboard in class." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9499.

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Prehispanopolis is the result of a pedagogical, dynamic and innovative proposal for teaching, learning and evaluation of students through the creation of a board game developed between teacher and students. As part of the activities of evaluation, the students are proposed to create a game that involves the subjects and concepts of the course, and it can later be used as an evaluation tool.The pilot test was conducted in the subject called Arquitectura Hispanoamericana (Hispano-American Architecture) of the Architecture program and limited to pre-Hispanic architecture and urbanism, hence the origin of the name of the game.The main objective in the proposal of the creation of this game is to generate greater motivation and interest in students for learning in classes that have high theoretical content and are passive, monotonous and dense both in its content and in its class methodology. History of architecture meets these characteristics among students, for this reason it was decided to start with the project in this class.Results show a high motivation and participation of the students, both in the development of the game and at the time of being used as an evaluation tool. Likewise, the academic results corresponding to the subjects evaluated with the game were improved.Keywords: Boardgame, game-based learning, gamification, motivation, methodology.
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Taheri, Ehsan, Oleg Gusikhin, and Ilya Kolmanovsky. "Failure Prognostics for In-Tank Fuel Pumps of the Returnless Fuel Systems." In ASME 2016 Dynamic Systems and Control Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/dscc2016-9725.

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With the motivation to develop Condition Based Maintenance (CBM) strategies for the automotive vehicles, this paper considers a data-driven approach to the prognostics of the automotive fuel pumps. Focusing on the returnless type fuel delivery systems, our approach is based on estimating the fuel pump workload based on the model learned from the past driving history. Statistical reliability models are then exploited to estimate failure probability. These models are formulated in terms of the workload and updated from data available from vehicles in the field. Numerical examples which illustrate the proposed methodology are reported. Compared to alternative approaches, which are based on detailed physics-based degradation modeling and/or electrical signal analysis, our approach is data-driven, exploits connected vehicle analytics and reliability-based modeling, and has a potential to lead to simpler implementations.
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Tate, Derrick. "Axiomatic Design: Review, Impact, and Future Direction." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-51282.

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Design broadly defined deals with mapping from societal wants or needs to means for satisfying these needs. Axiomatic design is a well-known approach to design that was initially proposed by Nam P. Suh in the late 1970s. Since that time, it has underpinned much academic research in engineering design; it has been taught internationally as part of engineering curricula; and it has been used across many industries. This paper attempts to assess the impact of axiomatic design in guiding design research; its practical, industrial applications; as well as its role in stimulating and renewing engineering education. This paper also provides a brief review of the concepts underlying axiomatic design theory including its motivation and history of development, recent activity within the axiomatic design community, and suggestions for future research directions.
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Reports on the topic "History of motivation"

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Jones, Nicole S. 2018 Impression, Pattern and Trace Evidence Symposium. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.cp.0006.1805.

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From January 22 to 25, 2018, RTI International, the National Institute of Justice (NIJ) and the Forensic Technology Center of Excellence (FTCoE) held the 2018 Impression, Pattern and Trace Evidence Symposium (IPTES) in Arlington, VA, to promote collaboration, enhance knowledge transfer, and share best practices and policies for the impression, pattern, and trace evidence forensic science communities. NIJ and FTCoE are committed to improving the practice of forensic science and strengthening its impact through support of research and development, rigorous technology evaluation and adoption, effective knowledge transfer and education, and comprehensive dissemination of best practices and guidelines to agencies dedicated to combating crime. The future of forensic sciences and its contribution to the public and criminal justice community is a motivating topic to gather expertise in a forum to discuss, learn, and share ideas. It’s about becoming part of an essential and historic movement as the forensic sciences continue to advance. The IPTES was specifically designed to bring together practitioners and researchers to enhance information-sharing and promote collaboration among the impression, pattern, and trace evidence analysts, law enforcement, and legal communities. The IPTES was designed to bring together practitioners and researchers to enhance information sharing and promote collaboration among impression, pattern, and trace evidence analysts, law enforcement, and legal communities. This set of proceedings comprises abstracts from workshops, general sessions, breakout sessions, and poster presentations.
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