Motivating Science and Technology Students to Use Social Theories in Design Processes

Students in a masters’ programme for STEM teachers and Science Communication specialists at Delft University of Technology (DUT) participate in a design course, as designing course materials and communication products is part of their professional lives. Design in a non-technology context seems not to particularly motivate these students. This research project investigated how monitoring students can be put to use in optimizing instructional strategies and course content. An optimized curriculum, it is reasoned, leads to better motivated students, better learning and better student products. The expectancy-value theory and self-determination theory were used as a framework to measure motivation. A didactical approach with variations in instructional strategies contributed to highly motivated students.