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.

— List of all interviews

Interview with Dr. Jonathan Piard

— Associate Professor, ENS Paris-Saclay, France

1. How did you find out about the MUSIC model, and why did you decide to use it for research and teaching?

I discovered the MUSIC model in 2020 while preparing a course on motivation. Among the theoretical models I was familiar with at the time, the MUSIC model appeared to be a practical approach—easy to understand and apply—while still being grounded in solid theoretical foundations. It has since become a valuable tool in both my research and my teaching.

2. In what ways have you used the MUSIC model in your research, and in what contexts?

I have used the MUSIC model, and more specifically the MUSIC Model of Academic Motivation Inventory, to conduct research in France with undergraduate students (mostly at the bachelor’s level). My goal was to evaluate the impact of research-based learning activities and interdisciplinary project-based learning. Depending on the goal of the study, I either examined all dimensions of the model or focused primarily on the Usefulness and Interest components.

3. How has the MUSIC model helped you in your research?

It was helpful because it is simple to use and understand, and the inventory includes a reasonable number of questions. The results are therefore easy to compare across studies. It also provides a quick and tangible way to assess students’ perceived interest and utility.

4. How have you used the MUSIC model in your teaching? 

I have administered the MUSIC Model Inventory dozens of times at the end of various teaching activities and have also used it to compare different activities. The MUSIC model is also included in courses on motivation, offered to undergraduate and postgraduate students, teachers, and journalists. In these courses, I carefully describe the model and explain how to use the inventory.

5. How has the MUSIC model helped you in your teaching?

This model allows me to identify areas where I can improve my teaching activities. After reviewing the results, I discuss them with students to make adjustments as needed. I also use the MUSIC model to compare my teaching activities year after year.

6. What challenges have you encountered when applying the MUSIC model and how have you addressed them?

The main challenge was deciding which version and translations of the MUSIC Inventory to use. For example, whether to use the 19- or 26-item version and the English or French translation of the inventory. For the latter, translating it into French (with a double translation) with the help of Professor Jones has now made a French version available. Nevertheless, since no studies have yet examined its validity in French, I sometimes prefer to use the English version. Depending on the goal of the study and the type of teaching activity, I either examined all dimensions of the model or focused on the Utility and Interest components. Indeed, for short-duration activities (2–4 hours), components such as Empowerment, Success, and Caring seem for me less relevant than for a full course or long-term project.

7. How has the model influenced your thinking about student motivation or instructional design?

The model has influenced the way I design my courses by encouraging me to take all components of the model into account.

8. How have students responded to your use of the MUSIC model? 

I have administered the MUSIC Model Inventory dozens of times and have never received any questions or concerns regarding the wording of the items. The only comment I received was about the question on the utility of the course for students’ future. This question can seem awkward for undergraduate students, particularly those in their first or second year, as they are often uncertain about their future plans.

9. What advice would you give to someone beginning to use the MUSIC model for research?

Try it progressively and carefully read the original article (2009) to understand all components of the model. Don’t hesitate to use only two or three components of the model when it seems more appropriate for your context. Don’t hesitate to include open-ended comments to gather suggestions for possible improvements.

10. Is there anything else you would like to share?

I have administered the MUSIC Model Inventory dozens of times and have never received any questions or concerns regarding the wording of the items. The inventory is very robust and easily understood by students. Analysis of the results is straightforward yet highly informative, and comparisons can be made across different teaching activities.