A Case for Assessing Motivation from Learning a Computer-Assisted Instruction.

Autor/in	ChanLin, Lih-Juan
Titel	A Case for Assessing Motivation from Learning a Computer-Assisted Instruction.
Quelle	(1994), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Animation; Case Studies; Computer Assisted Instruction; Computer Graphics; Courseware; Higher Education; Hypermedia; Instructional Design; Interviews; Models; Motivation Techniques; Student Motivation; Videotape Recordings + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Computer based training; Computerunterstützter Unterricht; Computergrafik; Lernsoftware; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lesson concept; Lessonplan; Unterrichtsentwurf; Interviewing; Interviewtechnik; Analogiemodell; Motivationsförderung; Schulische Motivation
Abstract	The purpose of this paper is to report specific motivational requirements within each motivation category of Keller's ARCS (Attention, Relevance, Confidence, Satisfaction) model (1991) based on data collected on students' reactions to a computer-assisted learning lesson that incorporated motivational strategies in its design. Interview techniques were used to capture the perceptions of the subjects as well as observation by the researcher. The computer-based instruction used in the study was developed for a parasitology course for veterinary students using HyperCard 2.1. Motivational strategies included using eye-catching graphic representations to capture the students' attention; endowing cartoon characters with students' characteristics and relating graphics to their interests to increase the relevance of the information; allowing students to study at their own pace with appropriate challenge level and full interaction with the learning materials to enhance their confidence; and encouraging students to apply what they were studying to real world situations to establish learning satisfaction. Analysis of data from the interviews supports the assumption that instructional treatments for motivating learning require consideration of the four motivational categories, and that strategies based on these categories are all essential in the process of learning. Discussions of implications of these findings for instructional design and areas where future research is needed conclude the paper. (Contains 28 references.) (BBM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC