A professor teaching undergraduate psychology courses emphasizes the importance of connecting course material with students’ real-life experiences. This approach helps students develop a stronger understanding and interest in the subject by applying knowledge to real-world contexts instead of memorizing information for exams (Fredricks et al., 2004; Kember et al., 2008). Students are encouraged to explain psychological concepts in their own words and apply them to everyday situations, fostering active learning and engagement.<\/p>\n
One effective classroom activity, influenced by self-determination theory (SDT), promotes intrinsic motivation and engagement by addressing three psychological needs: autonomy, competence, and relatedness (Deci & Ryan, 2000; Ryan & Deci, 2020). The activity, called peer-generated application retrieval (PGAR), involves students working in small groups to share real-life applications of psychological concepts. Implemented in various psychology courses, PGAR enhances understanding by linking concepts to personal experiences, increasing both interest and engagement.<\/p>\n
Retrieving course material from memory is key for long-term learning (Roediger & Karpicke, 2006). PGAR aims to boost student interest by supporting autonomy, competence, and relatedness. Autonomy is promoted by letting students choose concepts they want to explore, giving them control over their learning. Competence is fostered by providing structure and reducing pressure; students receive a handout with key concepts and examples to help them start. Relatedness is encouraged through peer interaction, as students collaborate and discuss ideas, making learning more enjoyable.<\/p>\n
PGAR is a brief activity, taking 15\u201320 minutes. Students work in groups of three to six, selecting a concept to explain using real-life examples. They then discuss these ideas with their peers, and the instructor summarizes key points afterward. The activity is ungraded, allowing students to experiment and share without anxiety.<\/p>\n
Since using PGAR, students report better understanding and increased interest in the material. Classroom engagement has risen, with more active discussions and participation, especially from quieter students. The activity provides immediate feedback on student comprehension, enabling instructors to adjust their teaching as needed. PGAR is easy to implement regularly, requiring minimal preparation and no grading, and contributes to a classroom culture that values real-life applications of course content.<\/p>\n
Peer-generated application retrieval effectively increases student interest and engagement by applying self-determination theory principles. By supporting autonomy through choice, competence through structure, and relatedness through interaction, PGAR fosters intrinsic motivation. Yuqing Zou, PhD, an Assistant Professor of Psychology at the University of New Mexico \u2013 Gallup, developed this approach. Her research explores motivational influences on academic outcomes, and her teaching spans various psychology subjects.<\/p>\n