Students Engagement in Flipped Course through Motivational Design

Abstract

This study investigates the impact of motivating design on participation in an flipped course, exercising primary sources similar as published literature, academic journals, and other applicable information. The exploration process commences with relating suitable sources through library exploration. foreign incitement gave pupils marks and instruments for course objects. natural provocation interventions created engaging and demanding course challenges. Both motivational design interventions bettered pupil engagement. still, natural provocation bettered pupil engagement further than foreign provocation, especially in delicate tasks. The exploration adds to the motivational design and flips classroom literature by showing that motivational design interventions increase pupil engagement in Indonesian seminaries. The results show that natural provocation treatments, which give interesting and hard conditioning, may be more successful at fostering engagement and provocation than foreign provocation development.