This research focuses on exploring teacher motivational scaffolding and preschoolers motivational triggers in a playful learning project conducted in a Finnish preschool context. The aim of playful learning was to promote preschoolers’ multiliteracy and digital skills in a news-making project. The participants were 17 preschoolers and their teacher. Video ethnography and qualitative content analysis were employed as research methods. The findings indicate that the teacher’s motivational scaffolding strategies in playful learning pedagogy included connecting with the preschoolers’ prior experiences and interests, promoting exploration skills, supporting the different developmental levels of the preschoolers, and encouraging them to participate in playful learning. The following motivational triggers were identified for preschoolers: 1) engaging in discussions about news, 2) exploring news through traditional and digital media, 3) utilizing digital tools, and 4) creating and engaging in news-related activities. The findings contributed to the development of a motivational design model for playful learning.

本研究的重点是在芬兰学前班背景下进行的有趣学习项目中探索教师动机支架和学龄前儿童动机触发因素。寓教于乐的目的是在新闻制作项目中提高学龄前儿童的多元读写能力和数字技能。参与者是 17 名学龄前儿童和他们的老师。采用视频民族志和定性内容分析作为研究方法。研究结果表明，教师在游戏化学习教学中的动机支架策略包括联系学龄前儿童以往的经验和兴趣、促进探索技能、支持学前儿童的不同发展水平以及鼓励他们参与游戏化学习。为学龄前儿童确定了以下动机：1）参与新闻讨论，2）通过传统和数字媒体探索新闻，3）利用数字工具，4）创建和参与新闻相关活动。这些发现有助于开发有趣学习的动机设计模型。