As explained earlier, students experience tasks in terms of their value, their expectation of success, and their authenticity. The value of a task is assessed by its importance, interest to the student, usefulness or utility, and the cost in terms of effort and time to achieve it. Expectation of success is assessed by a student's perception of the difficulty of a task. Generally a middling level of difficulty is optimal for students; too easy, and the task seems trivial (not valuable or meaningful), and too hard, and the task seems unlikely to succeed and in this sense useless. Authenticity refers to how much a task relates to real-life experiences of students; the more it does so, the more it can build on students' interests and goals, and the more meaningful and motivating it becomes.
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