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FloorEgg | on: I'm skeptical about efforts to revolutionize schooling
While my experience relates to learning in higher-ed, I completely agree with those three categories... Though a helpful nuance may be that it's a spectrum, not hard boundaries, and every subject/exercise can have a distinct relationship with the learner and context.

When rubber hits the road with a learning objective, I think the two most important axis are: how much does the student want to learn (this), and how easy is it for the student to learn (this)?

Both can depend on a variety of factors... For example a masters student paying their own way mid career maybe really wants to learn as much as they can, but a specific research report assigned during a busy work week, and some family emergency, etc. may mean they treat the assignment as "I just need to get this done" instead of "I want to get as much as I can out of this", and one way that can show up is how much they depend on an LLM to do the work for them...

jltsiren | parent
When I was involved in higher education, people talked about three motivations: passing the class, being good at whatever is being measured, and learning the topic. Those were not distinct categories but separate axes, and they were understood to be situational rather than inherent qualities of the person. We didn't care much about the people who scored low on all three axes. Education was free, and if you didn't have the motivation, you were probably better off doing something else.

In any case, people who wanted to learn were easy to deal with. The other two motivations could be used to coax the person to learn, but they required different approaches.

FloorEgg | root | parent
That sounds right to me. I like that model and will remember it, thanks.