Voices from the Frontlines: Dr. Georgina Alrawwad
This series features the voices of educators and researchers who bring the MUSIC Model of Motivation to life in diverse classrooms and contexts. Through short interviews, they share how they apply and study the MUSIC model to enhance student motivation and engagement around the world.
Interview with Dr. Georgina Alrawwad
— Mathematics Educator, Al al-Bayt University, Jordan
Let’s begin by talking about Research, and then we’ll move on to Teaching.
1. How did you find out about the MUSIC model, and why did you decide to use it for research?
I discovered the MUSIC Model during my doctoral studies at the University of Jordan, under the supervision of Professor Khaled Abuloum. I decided to use it because it offered a multidimensional psychological framework to address “math phobia.” My supervisor and I found it to be the perfect tool to diagnose how multimedia affects students’ perceptions of Success and Interest in Geometry.
2. In what ways have you used the MUSIC model in your research, and in what contexts?
In my doctoral thesis, supervised by Professor Khaled Abuloum, I investigated: “The Effect of Using MUSIC Model-based Multimedia on the Acquisition of Geometric Concepts, Geometric Thinking, and Motivation toward Geometry.” The study was conducted in Jordan with 7th-grade female students, where I designed a multimedia curriculum specifically aligned with the five MUSIC components.
3. How has the MUSIC model helped you in your research?
It provided a rigorous scientific structure. With the guidance of Professor Abuloum, I was able to prove that high levels of Empowerment and Usefulness—facilitated by multimedia—directly lead to higher levels of Geometric Thinking (Van Hiele levels). It transformed my research from a simple technology study into a deep motivational analysis.
4. What challenges have you encountered when applying the MUSIC model and how have you addressed them?
The main challenge was the cultural and linguistic adaptation of the model for 12-year-old students in Jordan. I addressed this through careful translation and validation of the Arabic version of the MUSIC Inventory, ensuring it was age-appropriate while maintaining the model’s integrity.
5. How has the model influenced your thinking about student motivation or instructional design?
It taught me that Interest is the gateway to cognitive depth. Now, I don’t design any instructional material without ensuring it satisfies the “MUSIC” criteria. It shifted my focus from just teaching content to creating a “Motivational Climate.”
6. What advice would you give to someone beginning to use the MUSIC model for research?
Integrate the model at the design phase of your intervention. Also, seek strong academic mentorship; having a supervisor like Professor Khaled Abuloum, who understands the intersection of technology and motivation, was vital to my success.
7. Is there anything else you would like to share about your experience in using the MUSIC model for research?
My experience in the International Research Network (IRN) has been eye-opening. Seeing the model applied in different fields globally reinforces my belief that the human need for Success, Caring, and Empowerment is truly universal.
Now let’s discuss Teaching.
1. Why did you decide to use the MUSIC model for teaching?
After researching its effectiveness, I realized its power as a practical teaching tool. I used it to move beyond traditional lecturing in my geometry classes to create a more engaging environment for my students.
2. How have you used the MUSIC model in your teaching, and in what contexts?
I use it daily at Al al-Bayt University Model School in Jordan with 7th graders. I use multimedia and concept mapping to make geometry visible and useful, ensuring that every student feels a sense of Empowerment in their learning journey.
3. How has the MUSIC model helped you in your teaching?
It has significantly reduced math anxiety in my classroom. By focusing on Caring and Success, I’ve seen students who were previously disengaged become active participants in solving complex geometric problems.
4. What challenges have you encountered when applying the MUSIC model to your teaching, and how have you addressed them?
Redesigning traditional lessons takes time. I addressed this by gradually building a library of MUSIC-based multimedia resources. I also found that Professor Khaled Abuloum’s expertise in educational technology provided me with the tools to overcome these technical hurdles.
5. How have students responded to your use of the MUSIC model?
The response was life-changing for some. Students now see Geometry as their “favorite subject.” Their persistence in the face of difficult tasks has increased because they feel supported and empowered.
6. How has the model influenced your thinking about student motivation or instructional design?
It made me realize that Caring is a pedagogical necessity. A student who feels “cared for” is more likely to take the risks necessary for deep learning.
7. What advice would you give to someone beginning to use the MUSIC model for teaching?
Focus on Usefulness first. When students understand why they are learning something, their Interest naturally follows.
8. Is there anything else you would like to share about your experience in using the MUSIC model for teaching?
I am proud to bridge the gap between the University of Jordan’s research excellence and the practical teaching at Al al-Bayt University Model School. One of the most touching moments was when my students created a “MUSIC Tree” under the joint supervision of my colleague, Mr. Mohammad Al-Khalidi, and me. They proudly wrote their names on its branches, expressing their happiness and sense of belonging. Mr. Al-Khalidi also expressed great professional satisfaction with the insights gained from the MUSIC framework. This creative gesture and the successful collaboration were a clear testament to how the model fosters a deep sense of Caring and Success in our classrooms.
