Reinforcement of Rewards as Motivation for Students in Art Learning: A Case Study at a Local University

Nasir, Junita Shariza Mohd

doi:10.2991/assehr.k.201202.082

Cited by 3 publications

(4 citation statements)

References 2 publications

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“…According to the survey, students preferred both tangible and intangible rewards in gamified classes, and course content closely related to learning material as rewards [7]. Similarly, a case study of art students at a local university found that rewards are an extra encouragement that can increase the motivation of students [5]. Another study researched the effectiveness of the tangible reward system in online gamified classes through an experiment in a virtual simulation, involving participants with an average age of 21, who were assigned to a National Postgraduate Entrance Examination (NPEE) course [8].…”

Section: Research Supporting the Tangible Reward Systemmentioning

confidence: 99%

“…However, since young students such as middle schoolers cannot set study goals to improve their thoughts and behaviors, they might understand tangible rewards as a material target instead of a supporting motivation for an abstract goal [4]. Moreover, college students were found in a study to have better performances after receiving tangible rewards, regardless of gender, level of performance, or the reward type [5]. On the other hand, the tangible reward system was found to negatively affect intrinsic motivation, as demonstrated in a publication as early as 1971 [6].…”

Section: Introductionmentioning

confidence: 99%

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Advantages and Disadvantages of Tangible Reward Systems

2023

SHS Web of Conf.

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The tangible reward system is defined as the use of material and symbolic rewards to influence students’ behaviors. Tangible rewards are widely used in all education systems and have been researched from multiple aspects. However, investigations on the impact of tangible reward systems revealed controversial results. This article summarizes studies that support and oppose the ongoing debate on whether teachers should use tangible reward systems in classrooms. Previous publications on the impact of the tangible reward system on students from kindergarten to undergraduates were analyzed. The findings were compared on different conditions such as grade levels, countries and regions, and the views of parents, teachers, and students. Literatures indicated that the tangible reward system could be used by teachers to an extent for young students or unmotivated classes only as an initial guide to lead students toward adequate learning behavior and self-motivation. Several suggestions were proposed on how to effectively use tangible rewards in the classroom.

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Section: Research Supporting the Tangible Reward Systemmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Advantages and Disadvantages of Tangible Reward Systems

2023

SHS Web of Conf.

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“…Learning: A Case Study at a Local University membuktikan bahwa pemberian penghargaan membantu dalam memotivasi siswa untuk belajar seni. Apapun jenisnya imbalan yang diberikan, baik berupa pujian, tanda tambahan, penghargaan khusus, atau sertifikat penghargaan, yaitu: penghargaan bertindak sebagai dorongan ekstra untuk memotivasi siswa dalam belajar seni (Nasir, 2020) Sampai pada keesokkan harinya, Utamanyu dicari oleh Bhagavan Domya dan ditemukan di dalam sumur mati. Bhagavan Domya menanyakan sebab Sang Utamanyu jatuh ke dalam sumur mati.…”

Section: Begitupula Hasil Penelitian Reinforcement Of Rewards As Moti...unclassified

Metode Pendidikan Bhagawan Domya Sebagai Upaya Membentuk Siswa Berkarakter

Sudiani¹,

Hemamalini²,

Saklit³

2022

Kamaya

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This research aims to examine the educational methods applied by Bhagavan Domya in order to realize students with character. President Joko Widodo's work program outlined in Nawa Cita is to prioritize character education for the nation's generation so that character education gets more priority, namely 70 percent for elementary education level and 60 percent at the high school level, rather than the teaching and learning process for subject matter. But in reality, there is currently a deterioration in student character. The decline in student character can be allegedly because the method to educate the character of students today is not appropriate. This research is qualitative descriptive research using discourse analysis methods. The discourse analyzed is the story of Bhagavan Domya in the book Adi Parva Chapter III sloka 1 to 11 and the type of research data is written data. Discourse analysis is used to find out the educational methods hidden in the text of Bhagavan Domya's story. Data collection is done through watch and recording. The results showed that the educational period developed by Bhagavan Domya is a method of assignment, supervision, testing, appreciation and advising. The method of education proved effective in forming the character of the three students, such as the character of devotion to the teacher, hard work, responsibility, religious, tough, willing to sacrifice, caring for the environment, honesty and independent, so that the three students were given the gift of knowledge that is useful for life.

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“…Middle school students are too young to set up a specific study goal to lead their thoughts and behaviors, so the appearance of a tangible reward could give them a material target instead of an abstract imagination of study [6]. From a study of college students, providing tangible rewards to praise could motivate students to do better, whether for low-or high-level performance in arts, females or males, and what kind of tangible rewards [7].…”

Section: Introductionmentioning

confidence: 99%

Parents’ Perception of Using Tangible Reward Systems at Compulsory Schools in China

Zong¹

2023

EHSS

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With the establishment of the two-child and three-child policies in China, parents pay more attention to kids' education. Many countries support using tangible reward systems in educational institutions, and this situation is prevalent in Chinese schools, especially for young-age students. In this experiment, the author collected perceptions about using tangible reward systems in compulsory schools from Chinese parents who have at least one child currently studying in a compulsory school in China. The author summarized parents' thoughts about the expected advantages and disadvantages of using tangible rewards from other studies. A majority of parents supported using tangible reward systems at school. They somewhat or strongly agree with those advantages, such as improving children's self-esteem, collective sense of honor, and independent learning ability. Most of them did not think this kind of system could bring a significantly negative impact on children, such as undermining students' intrinsic motivation. However, a large number of parents agreed that tangible rewards could make students more working for external rewards. In conclusion, most participants still believe in the benefits of tangible reward systems and will also feel happy when their children obtain those rewards from school.

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Reinforcement of Rewards as Motivation for Students in Art Learning: A Case Study at a Local University

Cited by 3 publications

References 2 publications

Advantages and Disadvantages of Tangible Reward Systems

Advantages and Disadvantages of Tangible Reward Systems

Metode Pendidikan Bhagawan Domya Sebagai Upaya Membentuk Siswa Berkarakter

Parents’ Perception of Using Tangible Reward Systems at Compulsory Schools in China

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