An argument for implementing and testing novelty in the classroom.

Abstract

Based on the tenets of self-determination theory, intrinsic motivation is guided by satisfaction of the 3 basic psychological needs-autonomy, competence, and relatedness. However, recent research has shown promise for adding a new basic psychological need-novelty-in self-determination theory. This article briefly discusses the theory behind novelty as a motivator in the classroom, as well as its effect in technology and learning and future directions for research. As a motivator, novelty has mixed and complex outcomes in the classroom. Balancing novelty and familiarity, or scaffolding, is a common and effective pedagogical practice. Technology is now commonly used as a novel factor in the classroom, although can prove to be expensive. The largest drawback to novelty is its ability to become familiar, therefore instructors must understand what a student has previously experienced and continue to adapt practices to create subjective novelty for their students. Further experimental research is needed to explore the effects of novel teaching practices, including the use of technology, on student motivation and learning outcomes.

From evidence‐informed to evidence‐based: An evidence building framework for education

“…Sometimes stakeholders do not adopt an approach/intervention when research efforts end, even if it has a promising evidence‐base. Although it is not an exhaustive list, there are several reasons schools may opt to stop using an approach/intervention after a research study ends, including: The financial implication when research funding does not subsidise the ongoing costs of the intervention (O’Reilly et al, 2018) A view that the intervention package is not flexible enough to be effective in different classrooms or with various student populations (Egan et al, 2019) The emergence of competing or more novel interventions (Kraft, 2020; Stoa & Chu, 2020) Limited support from the school's senior leadership team to provide provision to integrate the intervention into the day‐to‐day life of the school (Flannery et al, 2009; Meyer & Behar‐Horenstein, 2015), and/or Changes in guidance about the focus of interventions or the interventions schools should use, such as the Department for Education’s (2022) list of validated phonics programmes. …”

Teaching psychology in virtual reality.

“…At the time that this research was conducted, all psychology instruction at our university was provided online due to the COVID-19 pandemic. We therefore undertook the opportunity to investigate VR as a novel instructional technology to induce a greater student experience of presence with psychology instructors as a means to mitigate some of the effects of forced physical distancing and remote e-learning in psychology education that occurred during the COVID-19 pandemic period (Chu, 2020; Drugaş, 2020; Stoa & Chu, 2020). Our efforts were consistent with other recommendations for use of VR relaxation activities such as guided meditation practices as potentially helpful for stress reduction associated with the COVID-19 pandemic (e.g., Riva & Wiederhold, 2020).…”