Motivation is an important factor driving individuals to work hard and reach their goals. It has been defined by Chandler (1987) as the propelling force motivating people persist in unpredictable, ever-changing environments towards achieving a goal they have set for themselves or are assigned with. Motivational forces come in two varieties; intrinsic motivation which comes from within self such as feelings of accomplishment achieved when completing certain tasks while extrinsic motivation stems externally through rewards given after completion for example words of affirmation from those around us Intrinsic motivation is an important part of psychology as it refers to the internal drive or desire that someone has in order to perform a certain activity. This type of motivation comes from within oneself and it may be due to having inherent enjoyment for something, feeling satisfaction by reaching goals or seeing intrinsic value in completing a task. On the other hand, extrinsic motivation is driven by external rewards such as money and recognition (Lepper et al 1976). These two types of motivations can work together but have different implications when trying understand how a person will act upon their desired behaviours. On the other hand, extrinsic motivation is a type of motivation that comes from external factors. It is the external rewards or consequences that push an individual to pursue a specific activity or goal. Extrinsic motivation is driven by external factors such as money, fame, or rewards. For instance, a person may work extra hours to earn a bonus or promotion. Therefore it can be concluded that intrinsic motivation are more individualized whereas extrinsic motivation tend towards being social in nature. The key difference between intrinsic and extrinsic motivation is found in the source of the motivational drive. Intrinsic motivation comes from within, which means that it originates with an individual’s own interests or needs rather than external areas such as rewards or punishments. Extrinsic motivation on the other hand derives its drive externally through various incentives like financial benefits, grades or marks and any sort of tangible reward system (Lepper et al., 1976). In short we can say that while intrinsic motivations come from a person's self-determination to accomplish something; extrinsic motivators involve people carrying out activities for outside inducements including money, recognition etcetera. Intrinsic motivation is often considered a more powerful and effective type of motivation. It is because it is driven by personal satisfaction, interest, and enjoyment. Intrinsic motivation leads to greater creativity, higher levels of engagement, and a more positive attitude towards the task at hand. Intrinsic motivation is also more sustainable and long-lasting than extrinsic motivation. On the other hand, extrinsic motivation can be effective in the short term. It can help individuals achieve a specific goal, such as earning a promotion or completing a task. However, extrinsic motivation is often less sustainable and may result in a decrease in motivation once the external reward is no longer present. According to Chandler (1987) intrinsic motivation come directly from interests present at any given moment while extrinsic motivations act externally on one`s behaviors through anticipation of future outcomes. For example, intrinsic motivation involves a person`s desire and needs, such as self-satisfaction or personal growth leading to their own fulfillment from within themselves. On the other hand extrinsic motivation occurs when people engage in behavior for external rewards such as job promotions or money. Therefore, it is clearly intrinsic motivation comes internally from oneself whereas extrinsic motivators are external factors providing incentive due to some probable reward expected later down the line. In support of the above, Deci (1971) suggested that intrinsic motivation is engaged when one partakes in an activity for internal satisfaction. Oppositely, extrinsic motivation involves concrete external rewards such as money or recognition from peers for completion of a task. Deci (1971)'s work emphasizes on the difference between engagement driven by outside incentives and motivations vs those driven internally with no tangible external benefits such as financial gain. According to Hayamizu (1997), intrinsic motivation refers to the idea that individuals are driven towards activities because they find them enjoyable and fulfilling whereas extrinsic motivations come from external rewards or incentives such as money grades and recognitions. An example of intrinsic motivation would be a football player playing soccer simply because he enjoys it. In contrast an example of extrinsic motives is when someone studying hard in school so that can get into college, the reward being acceptance at University rather than any pleasure derived from homework itself. Both types of motivation can be effective, but intrinsic motivation is often considered a more powerful and sustainable type of motivation. It is widely accepted that instructional media can be an effective tool to enhance the teaching and learning process. According to Salomon (1979), it increases student engagement, improves their retention of knowledge as well as motivating them in terms of interest. Media also helps bring lessons alive by illustrating many concepts which have relevance in a contemporary context improving students’ understanding and giving meaning to what they are being taught. Salomon (1979) goes on to say that media can be incredibly effective when used as a tool to enhance traditional approaches in teaching and learning. It enables students to really engage with the content, increasing knowledge retention and motivating further interest in the subject matter. Research from Lage et al (2000) reveals that media-based instruction allows instructors to bridge topics for better understanding of conceptual ideas often by showing their relevance beyond lesson plans. In this way, multimedia has vast potentials both inside classrooms along with its use outside it too. Instructional media can be a powerful tool to motivate learners both intrinsically and extrinsically by using visuals. Visuals such as images, videos, and animations can help learners understand complex concepts more easily. They can also make learning more engaging and interesting. Use visuals that are relevant to the topic and that appeal to the learners' interests. In describing how instructional media has an effect in motivating learners, Keller (1987) offers these insights into the four areas as outlined below: 1. Attention - The learner's attention must be acquired and maintained. The instructional material must have attention-getting strategies to direct the learner to the material. Once that attention is achieved there must be attention-sustaining strategies employed to keep the learner's attention on task. Coupled with this is the ability of the material to stimulate the curiosity of the learner to learn more. 2. Relevance - Unless the learner perceives a need for the information, motivation to learn will be impaired. Instructional materials must be designed to show that the information is important to the learner and relates to their work or other personal goals or motives. Through the use of relevance-producing strategies, such as goal orientation or motive matching, learners must be able to see how the subject matter will relate to their own experiences. 3. Confidence- A serious distracter to motivation is the inability of the learner to maintain confidence in his or her ability to learn the material. Frustrations with the complexity of the subject may decrease motivation. Conversely, an over abundance of confidence may also produce a detrimental effect as the learner may skip over details after assuming to already know the material. 4. Satisfaction - The learner must be satisfied with the learning experience in order to maintain motivation. This satisfaction can manifest itself in both extrinsic and intrinsic ways. Extrinsic rewards such as achieving a high grade, course completion certificates, or other material awards help provide motivation. However, intrinsic rewards are equally important. Receiving positive feedback through interaction, improving self-esteem by learning more about a subject, and the ability to control their own learning are examples of intrinsic rewards. Teachers would also use I.M.T method such as the use of multimedia resources to motivate learners intrinsically and extrinsically. Multimedia such as podcasts, infographics and interactive e-books can provide learners with different formats of information to engage with. This can be particularly useful for learners who may have different learning styles, and can help to reinforce the concepts being taught. These resources can engage students and help them visualize complex concepts, which can help to motivate them intrinsically by fostering a sense of curiosity and interest in the subject matter. The use of storytelling is another method of instructional media used by teachers to motivate learners intrinsically and extrinsically. Storytelling can help learners connect with the material on an emotional level, making it more meaningful and memorable. Use stories that are relevant to the topic and that resonate with the learners. According to Amabile et al(1976), teachers would use instructional media in order to motivate learners intrinsically and extrinsically by providing opportunities for collaboration. The use of technology-based tools such as online discussion forum and collaborative writing platforms, provides opportunities for students to work together and share their ideas. This can help motivate learners intrinsically by fostering a sense of community and belonging, as well as extrinsically by providing opportunities for recognitions and feedback from peers. In conclusion, instructional media is a powerful tool to motivate learners. By using it, educators can take advantage of visuals, interactive media platforms, real-life examples as well as multimedia and storytelling approaches which provide them with stimulating content that engages the student in their learning experience. Hayamizu (1997) notes this statement by saying “Instructional materials should be designed so that they meet not only curriculum objectives but also invite students into an engaging virtual world filled with meaningful interaction”. This way instructional media helps teachers create more enjoyable and effective ways for students to learn material while keeping them entertained at the same time. References Amabile, T. M., DeJong, W., &Lepper, M. R. (1976). Effects of externally imposed deadlines on subsequent intrinsic motivation. Journal of Personality and Social Psychology Chandler, C. L., & Connell, J. P. (1987). Children’s intrinsic, extrinsic and internalized motivation: A developmental study of children’s reasons for liked and disliked behaviours. British Journal of Developmental Psychology. Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology. Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology. Hayamizu, T. (1997). Between intrinsic and extrinsic motivation: Examination of reasons for academic study based on the theory of internalization. Japanese Psychological Research Keller, J. M. (1987). Strategies for stimulating the motivation to learn. Performance and Instruction Lage, M. J.,Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education 31 (1): 30-43. Lepper, M. R., Greene, D., &Nisbett, R. E. (1973). Undermining children’s intrinsic interest with extrinsic rewards: A test of the overjustification hypothesis. Journal of Personality and Social Rodgers, David & B.J, Withrow-Thornton,. (2005). The effect of instructional media on learner motivation. International journal of instructional media.
