Conclusions
As learners navigate their training, they may over-emphasize how instruction helps them prepare for upcoming assessments, rather than how it provides them with the tools to become the professional (and person) they want to be. In this study, we tested a novel design strategy to help motivate students by leveraging the motivational energy associated with their life goals. We aim for this foundational study and our broader research program to motivate researchers to clarify how relatively simple interventions can help learners to connect their daily online work to their most meaningful goals.