The Effects Of Utility-value Intervention On Learning Outcomes,Intrinsic Motivation And Cognitive Load

Career education aims to guide students to understand themselves,explore the world,and make reasonable plans and decisions,so as to help them achieve better career development and fully realize their life value.With the implementation of the "3out of 6" new College Entrance Examination policy,career education has received more and more attention.How to improve students’ internal motivation and learning outcomes of career learning has become an important issue for educators to think about.One of the effective ways to stimulate students’ learning motivation is to help students discover the usefulness of what they have learned related to their personal goals,that is,the utility value.Previous studies have found the positive effects of utility value intervention on learning.However,most of the existing studies are concentrated in wellstructured domain,while career learning belongs to ill-structured domain.Therefore,this research discussed the effect of utility value intervention on learning in the illstructured domain,on the background of China.Focusing on the effect of utility value intervention on learning outcomes,intrinsic motivation and cognitive load,this research adopted three 2×3 between-subject experiment to explore the possible effects of intervention methods,age,learning field,and intervention content.The results show that,(1)the effect of directly communicated utility value intervention and self-generated utility value intervention on the learning outcomes of learners in ill-structured domain will be moderated by age;(2)directly communicated utility value intervention and self-generated utility value intervention have unstable effects on middle school students’ learning outcomes in ill-structured domain,and directly communicated utility value intervention will reduce the transfer test scores of middle school students in ill-structured domain;(3)directly communicated utility value intervention and self-generated utility value intervention have no positive effect on the learning outcomes of Chinese middle school students in well-structured domain,and directly communicated utility value intervention will reduce the transfer test scores of middle school students in well-structured domain;(4)directly communicated proximal utility value intervention,directly communicated distal utility value intervention,self-generated proximal utility value intervention and self-generated distal utility value intervention can all promote learners’ performance on retention,comprehension and transfer tests in ill-structured domain;(5)regardless of whether it is in a well-structured or ill-structured domain,directly communicated utility value intervention and self-generated utility value intervention have no positive effect on the intrinsic motivation of college and middle school students,but may increase their level of pressure perception;(6)regardless of whether it is in a well-structured or illstructured domain,directly communicated utility value intervention and self-generated utility value intervention have no significant impact on the cognitive load of college and middle school students,however,students will perceive higher learning difficulty in ill-structured domain;(7)self-generated distal utility value intervention can significantly increase the level of competence perception of middle school students during the learning process.