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Find out moreHow a teacher conducted lectures with the IKEA effect
Professor of psychology from the University of Pennsylvania, Angela Duckworth, author of the book "Grit. "How to Develop the Key Qualities of Successful People" shares an unusual experience involving an ordinary item—a standard IKEA chair. She described how she enthusiastically assembled the chair, as if it were a Lego set. Meanwhile, her husband remained indifferent to the process. Duckworth claims that if he had been the one assembling it, his attitude toward this simple object would have changed. The labor process could have evoked in him admiration and a new appreciation for even the most ordinary furniture. This example illustrates how hard work and dedication can change the perception of things and develop resilience.
This trait, manifested in a special love for what we create and a willingness to pay more for our own achievements, has its own name and scientific basis. This phenomenon has also been confirmed in the field of education, as demonstrated by Duckworth's research.
The IKEA effect explains why we can fall in love with a chair we assembled ourselves. This cognitive bias manifests itself in the fact that buyers ascribe a disproportionately high value to products they helped create. The term was coined by Harvard Business School researchers in 2011 in their paper "The IKEA Effect: How Work Leads to Love." Research shows that although work is often perceived as the least enjoyable form of activity, it actually brings the greatest intrinsic satisfaction. This phenomenon is important to consider when choosing furniture and other products that require assembly, as it can significantly impact perceptions of their value and quality. In 2020, Professor Duckworth decided to apply the self-management effect to the educational process to increase the motivation of her students. She hypothesized that allowing students to independently work through lecture content would change their attitudes toward learning. This approach promotes critical thinking and responsibility, which in turn can significantly increase student engagement and interest in the material being studied.
Throughout the semester, the professor divided students into two main groups. The first group was responsible for kicking off the lecture by preparing a four-minute interactive presentation on the topic. The second group interviewed the guest speaker and moderated the discussion with their classmates. This approach encouraged students to actively engage in the learning process and deepen their understanding of the material.
At first glance, the preparation process may seem simple. However, as Duckworth emphasizes, it requires a significant investment of time for students. It is impossible to prepare assignments hastily; it requires several preliminary meetings for brainstorming, thorough research of the topic, and rehearsal of the presentation. This approach not only ensures a deep understanding of the material but also promotes the development of public speaking skills and teamwork.
According to the University of Pennsylvania professor, the students were satisfied, as it contributed to their better retention of information, more thorough preparation for classes, and the development of independence. Duckworth emphasizes the importance of sharing responsibility with young people, focusing not only on what can be done for them, but also on what they can do themselves. This allows students not only to learn but also to develop their skills and abilities, which ultimately leads to a deeper understanding of the material and the development of an active position in learning.
Laziness is a universal phenomenon, but it also affects our ability to work, as well as our love for the results we get from our work. It is important to realize that our attitude towards work directly affects the quality and effectiveness of the tasks we perform. Understanding this aspect can help us overcome laziness and develop more productive habits.
How does the IKEA effect work?
In the 1950s, researchers noticed an interesting phenomenon: the more effort is put into a certain task, even if this effort is not always justified, the higher the value of the result. At that time, a new product appeared on the American market—a cake mix. The instructions were simple: mix the batter, pour it into a pan, and pop it in the oven—and voila, the cake was ready. However, despite its convenience, consumer interest in the product quickly waned. The manufacturer conducted research and found that the ease of preparation didn't make housewives feel like they'd made their own cake.
To change this, the recipe was slightly modified by adding just one step: adding an egg to the mixture, even though it originally contained egg powder. This small step significantly changed the perception of the product, and interest in it was renewed. Thus, adding a simple yet important element helped create a sense of participation and involvement in the process, which ultimately increased the value of the final product.
Harvard University experts concluded that the effectiveness of "do it yourself" and "buy and make it yourself" strategies lies not only in the process itself or the opportunity to make personal adjustments, but also in the feeling of control and success. When a person is confident that a set of materials, such as boards and nails, will create a specific cabinet or table, they realize that their actions will lead to the expected result, which creates a feeling of guaranteed success. This sense of achievement plays an important role in motivation and satisfaction from the work done.
Several experiments were conducted at Harvard University to illustrate and confirm The IKEA effect. Let's look at two of them.
- Participants were divided into two groups. The first had to assemble regular boxes from an IKEA store themselves, while the second received ready-made ones, already assembled by someone else. Then, both groups were asked to evaluate the boxes and set a price for them. It turned out that those who did the work with their own hands were willing to pay 63% more than those who were offered to buy a ready-made product. Naturally, the first group also liked the boxes significantly more than the second.
- In the second experiment, scientists asked one group to make origami (the participants had no experience with this) and set a price for them. The other group was asked to buy them, setting their own price. Those who created origami rated their creations five times higher than the "buyers". The scientists also invited origami experts and asked them to create their own creations. Participants in the experiment, who only acted as "buyers", rated the origami of the experts higher. However, those who tried making a paper figure themselves were willing to pay about the same for their own origami as "buyers" were willing to pay for beautiful crafts created by professionals—that is, they highly valued what others considered practically a waste of paper.
What other lessons can be learned from the IKEA effect for the learning process?
Adding extra steps to the sales process of cake mix turned out to be a successful strategy, highlighting the importance of simplicity and clarity in the educational approach. A British educator with 25 years of experience, John Dabell, argues that teachers often tend to provide students with overly detailed and clear tasks in order to facilitate their learning. However, this can lead to overreliance on instructions and a decrease in creative thinking. Streamlining tasks and giving students freedom in interpretation can promote deeper understanding of the material and the development of critical thinking. Effective learning must combine clarity with the opportunity for independent exploration and analysis.
The IKEA effect forced me to rethink my teaching methods. How often did I provide students with ready-made information from textbooks or other sources? I offered a list of topics and simply sent them on their way. How often did I impart knowledge without requiring students to independently seek out the information? Should they explore the world around them? I don't strive to be a teacher who gives everything ready-made—that's not my style. However, I came to the conclusion that I too often simplified the learning process by providing students with too many ready-made solutions.
He suggested changing my approach to teaching, using methods such as project-based learning and the flipped classroom. Another effective method is allowing students to independently set the rules of the learning process and choose the materials for studying a topic. This allows students to have greater control over the content and process of learning, which contributes to increased interest and engagement. A sense of control and influence over the outcome significantly increases the value of the educational experience for students.
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Flipped learning: what it is and how it works
Flipped learning is an approach to A learning method that reverses the traditional roles of teacher and student. In this method, students first learn new material independently using various resources, such as videos, articles, and online courses. Then, during lessons with the teacher, discussions take place, knowledge is deepened, and practical tasks are completed.
This learning method promotes a deeper understanding of the material, as students become active participants in the process. They can return to the material at any time to review or clarify information. The teacher, in turn, can focus on answering questions, facilitating discussions, and maintaining an active exchange of knowledge.
Flipped learning has several advantages. It develops student independence and critical thinking and allows them to learn at their own pace. Furthermore, this approach can be adapted to various educational programs and levels, making it a versatile tool in modern education.
Introducing flipped learning into the classroom can significantly increase student motivation and improve their performance. By using this model, teachers can create a more interactive and dynamic learning environment that promotes effective learning.
Dabelle cited the example of the SOLE (Self Organized Learning Environment) program developed by renowned Indian educational theorist Sugata Mitra. To understand the significance of this program, it's important to recall Mitra's famous "Hole in the Wall" experiment. In this experiment, Mitra decided to find out what would happen if children who had never had access to computers were given the opportunity. He created a hole in the wall of his office and installed a computer in it. Children walking outside noticed the new device and asked what it was. Mitra, unsure how they would react, replied, "I don't know, that's just it." When one of the children asked if he could touch the device, Mitra replied, "Yes, if you want," and left. Eight hours later, he returned to find some children teaching others internet skills. This led him to suspect that one of the children already had computer experience and was sharing his knowledge with others. Mitra's experiment became a shining example of how self-organized learning can develop skills and knowledge among children without the direct guidance of adults. Mitra traveled to a remote village where the chances of encountering a software developer were minimal. He set up a computer in a kiosk on a street corner. Returning a few months later, he found the local children actively playing with the computer and already asking for a new device, including a mouse and a more powerful processor. Mitra inquired how they had mastered the computer without knowing English, the language required for all the installed programs. The children replied, "We learned English so we could understand how this machine works." This case demonstrates how access to technology can encourage learning and skill development, even in resource-limited settings.
Mitra, through numerous experiments, came to the conclusion that children do not always need a simple transfer of ready-made knowledge. In fact, they are capable of learning a lot on their own if they have the appropriate tools. This became the basis of the SOLE program, where children are given complete independence. They formulate "big questions" and search for answers to them together. The teacher, according to Mitra, plays the role of an observer, admiring the learning process. His task is also to maintain the children's motivation by communicating with them, like a grandmother does: "Wow, how did you do that?"
Mitra's method is certainly extreme and raises a lot of controversy. However, Dabell argues that teachers can learn from this approach by applying the IKEA effect in the educational process. The IKEA effect emphasizes the importance of student engagement in the learning process, where they become active participants rather than simply recipients of knowledge. By using this principle in the classroom, educators can create a more interactive and motivating environment where students feel part of the process and are motivated to learn independently. Thus, the Mitra method can serve as inspiration for creating innovative teaching methods that promote critical thinking and creativity in students.
Within the SOLE approach, students actively participate in the creation of their own learning, which significantly increases their interest and engagement. Perhaps now is the time for you, as a teacher, to reconsider your methods and integrate elements of SOLE into the everyday teaching process. Adding small components of this approach can lead to more effective learning and inspire students to explore independently.
In conclusion, the main recommendations can be formulated as follows:
- give students a little more freedom and responsibility for the learning process. To feel the joy of the result, you need to work hard;
- make sure the learning process has a clear outcome. In their study, Harvard experts note that if the box is not assembled (although there was only one step left), there will be no satisfaction. And it works the same in learning, the experts say.
Reading is also an important aspect for broadening horizons and deepening knowledge. It promotes thinking development, improves analytical skills, and enhances critical perception of information. Regular reading allows you not only to enjoy literary works but also to gain relevant knowledge in various fields. This can be beneficial for both personal and professional development. Read more to enrich your inner world and increase your competitiveness.
Why is the sea dirty? How phenomenon-based learning helps solve real-world environmental problems
Phenomenon-based learning is an effective method that helps students master complex concepts through the exploration of real-world situations. One of these topics is marine pollution. This issue concerns environmentalists, scientists, and ordinary citizens, as the cleanliness of these waters directly impacts the health of ecosystems and the quality of human life.
Marine pollution occurs for many reasons, including waste dumping, oil spills, and plastic debris. Phenomenon-based learning allows students to gain a deeper understanding of these processes by analyzing their causes and consequences. Students explore how human activity impacts the marine environment and develop possible solutions.
A key aspect of this type of learning is engaging students in real-world research and projects aimed at improving the health of these waters. This could include participating in beach cleanups, developing plastic recycling programs, or creating awareness campaigns about the dangers of pollution. Such actions not only raise awareness, but also develop an active civic position.
Thus, phenomenon-based learning not only helps to understand the causes of marine pollution, but also enables the younger generation to become active participants in solving environmental problems. This makes the educational process more meaningful and focused on real changes in the world.
The IKEA effect in the design of educational programs can significantly increase the motivation of teachers, says Chett Daniel, head of the consulting company K12 HR Solutions. In recent years, many schools have been actively looking for ways to improve teacher motivation. However, giving complete freedom of action and the ability to create programs based on random ideas is not the optimal solution. It is important to develop approaches that provide teachers with the necessary autonomy while maintaining the structure and focus of the educational process.
Many beginning teachers face a feeling of overwhelm due to the lack of clear structure and support. IKEA does not leave its customers alone with "raw" materials, but provides the necessary resources and structure to simplify the process. This allows buyers not only to start but also to complete the creation of their product, while receiving support and freedom in realizing their ideas.
The curriculum can be viewed as a construction set that gives teachers freedom in choosing approaches and methods. This allows for creativity and increases self-confidence. It is important to define the end result in advance and agree on quality assessment criteria with the teaching staff and school management. Increased freedom for teachers, combined with a clear structure, contributes to positive changes in the educational process and increases the effectiveness of their work.
American educator and author of numerous books for teachers Paul Murphy suggests looking at the IKEA effect from a different angle. He emphasizes that this effect concerns not only the value of one's own work, but also the tendency to overestimate the results achieved. In his book "Leave School in School: Work Less, Live More, Teach Better" Murphy explains in detail the importance of being mindful of your achievements and not allowing emotions and stereotypes to cloud your objective assessment of results. This understanding can significantly improve the learning process and enhance the quality of teaching, as well as help teachers find a balance between their work and personal life.
Teachers seeking to increase their efficiency and reduce the time spent on work can take advantage of the IKEA effect. This principle allows you to avoid unnecessary effort by "borrowing" or purchasing resources and materials from others. This approach not only optimizes the learning process but also promotes more efficient use of time.
The author of the book came to this conclusion based on the previously mentioned origami experiment. Although one's own achievements may seem significant, the real value of work does not always match our expectations.
According to Murphy's theory, this implies that if something can go wrong, it will. This principle is widely applied in various fields, including engineering, project management, and everyday life. Murphy emphasizes the importance of preparing for possible failures and unexpected situations. Recognizing this fact helps people and organizations develop more robust strategies and minimize risks. Murphy's principle has become the basis for the creation of methods for anticipating potential problems and dealing with them effectively.
- That the thought, “What do they know in the education department? No one comes up with programs better than me,” is not always true. Sometimes it’s worth simply recognizing that someone has better ideas and more knowledge, taking an existing curriculum and using it.
- That wasted time has a price. Yes, you can buy a construction table at the store and spend hours assembling it, or you can just buy a table. This analogy works for teachers too: you can spend time creating a program or lesson plan from scratch, but sometimes it’s much easier not to do it. “You could be spending time on something that will help your students. "You could spend it doing something you enjoy. You could even take a nap for that hour and go to work the next day refreshed. The science is harsh but clear: if you're a teacher who develops your own materials, you're wasting your most valuable resource creating things that [may] not be very good. Even though you can find better resources with a few clicks of the mouse or, even easier, by opening a teacher's guide," Murphy concludes.
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