Learner motivation and E-learning design: a multinationally validated process. Keller, J. M. & Suzuki, K. Journal of Educational Media, 29(3):229--239, October, 2004. doi abstract bibtex A general model for motivational design of instruction is described and reviewed in terms of its application to E-learning contexts. Following a description of what is meant by E-learning environments and an overview of the four category model and design process known as the ARCS model, a variety of studies are summarized. The ARCS model is based on a synthesis of motivational concepts and a problem-solving approach to design, rather than the application of specific motivational solutions that are advocated without regard to the specific characteristics of a given situation. The first group of reviewed studies illustrates the results of testing the motivational design process in several different E-!earning settings, in relation to learner self-regulation and in terms of the interaction of personality characteristics and motivational strategies. The second group of studies includes tests of the validity of a simplified motivational design process that has been used in diverse types of E-learning settings, including multiple countries and cultures. Overall, the results of these empirical studies have confirmed the validity of this model for the systematic design of motivationally enhanced instruction in E-learning settings with regard to lowering drop-out rates and other positive motivational outcomes. [ABSTRACT FROM AUTHOR] Copyright of Journal of Educational Media is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
@article{ keller_learner_2004,
title = {Learner motivation and E-learning design: a multinationally validated process},
volume = {29},
issn = {13581651},
lccn = {15365813},
shorttitle = {Learner motivation and E-learning design},
doi = {10.1080/1358t65042000283084},
abstract = {A general model for motivational design of instruction is described and reviewed in terms of its application to E-learning contexts. Following a description of what is meant by E-learning environments and an overview of the four category model and design process known as the {ARCS} model, a variety of studies are summarized. The {ARCS} model is based on a synthesis of motivational concepts and a problem-solving approach to design, rather than the application of specific motivational solutions that are advocated without regard to the specific characteristics of a given situation. The first group of reviewed studies illustrates the results of testing the motivational design process in several different E-!earning settings, in relation to learner self-regulation and in terms of the interaction of personality characteristics and motivational strategies. The second group of studies includes tests of the validity of a simplified motivational design process that has been used in diverse types of E-learning settings, including multiple countries and cultures. Overall, the results of these empirical studies have confirmed the validity of this model for the systematic design of motivationally enhanced instruction in E-learning settings with regard to lowering drop-out rates and other positive motivational outcomes. [{ABSTRACT} {FROM} {AUTHOR]}
Copyright of Journal of Educational Media is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)},
number = {3},
journal = {Journal of Educational Media},
author = {Keller, John M. and Suzuki, Katsuaki},
month = {October},
year = {2004},
pages = {229--239}
}
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M.; and Suzuki, K.</span>\n\t<!-- <span class=\"bibbase_paper_year\">2004</span>. -->\n</span>\n\n\n\n<i>Journal of Educational Media</i>,\n\n29(3):229--239.\n\nOctober 2004.\n\n\n\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content\">\n \n \n \n <a href=\"javascript:showBib('keller_learner_2004')\">\n <img src=\"http://bibbase.org/img/filetypes/bib.png\" \n\t alt=\"Learner motivation and E-learning design: a multinationally validated process [bib]\" \n\t class=\"bibbase_icon\"\n\t style=\"width: 24px; height: 24px; border: 0px; vertical-align: text-top\"><span class=\"bibbase_icon_text\">Bibtex</span></a>\n \n \n\n \n \n \n \n \n\n \n <a class=\"bibbase_abstract_link\" href=\"javascript:showAbstract('keller_learner_2004')\">Abstract</a>\n \n \n</span>\n\n<!-- -->\n<!-- <div id=\"abstract_keller_learner_2004\"> -->\n<!-- A general model for motivational design of instruction is described and reviewed in terms of its application to E-learning contexts. Following a description of what is meant by E-learning environments and an overview of the four category model and design process known as the ARCS model, a variety of studies are summarized. The ARCS model is based on a synthesis of motivational concepts and a problem-solving approach to design, rather than the application of specific motivational solutions that are advocated without regard to the specific characteristics of a given situation. The first group of reviewed studies illustrates the results of testing the motivational design process in several different E-!earning settings, in relation to learner self-regulation and in terms of the interaction of personality characteristics and motivational strategies. The second group of studies includes tests of the validity of a simplified motivational design process that has been used in diverse types of E-learning settings, including multiple countries and cultures. Overall, the results of these empirical studies have confirmed the validity of this model for the systematic design of motivationally enhanced instruction in E-learning settings with regard to lowering drop-out rates and other positive motivational outcomes. [ABSTRACT FROM AUTHOR] Copyright of Journal of Educational Media is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. 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Following a description of what is meant by E-learning environments and an overview of the four category model and design process known as the {ARCS} model, a variety of studies are summarized. The {ARCS} model is based on a synthesis of motivational concepts and a problem-solving approach to design, rather than the application of specific motivational solutions that are advocated without regard to the specific characteristics of a given situation. The first group of reviewed studies illustrates the results of testing the motivational design process in several different E-!earning settings, in relation to learner self-regulation and in terms of the interaction of personality characteristics and motivational strategies. The second group of studies includes tests of the validity of a simplified motivational design process that has been used in diverse types of E-learning settings, including multiple countries and cultures. Overall, the results of these empirical studies have confirmed the validity of this model for the systematic design of motivationally enhanced instruction in E-learning settings with regard to lowering drop-out rates and other positive motivational outcomes. [{ABSTRACT} {FROM} {AUTHOR]}\nCopyright of Journal of Educational Media is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)},\n number = {3},\n journal = {Journal of Educational Media},\n author = {Keller, John M. and Suzuki, Katsuaki},\n month = {October},\n year = {2004},\n pages = {229--239}\n}","author_short":["Keller, J.<nbsp>M.","Suzuki, K."],"author":["Keller, John M.","Suzuki, Katsuaki"],"abstract":"A general model for motivational design of instruction is described and reviewed in terms of its application to E-learning contexts. Following a description of what is meant by E-learning environments and an overview of the four category model and design process known as the ARCS model, a variety of studies are summarized. The ARCS model is based on a synthesis of motivational concepts and a problem-solving approach to design, rather than the application of specific motivational solutions that are advocated without regard to the specific characteristics of a given situation. The first group of reviewed studies illustrates the results of testing the motivational design process in several different E-!earning settings, in relation to learner self-regulation and in terms of the interaction of personality characteristics and motivational strategies. The second group of studies includes tests of the validity of a simplified motivational design process that has been used in diverse types of E-learning settings, including multiple countries and cultures. Overall, the results of these empirical studies have confirmed the validity of this model for the systematic design of motivationally enhanced instruction in E-learning settings with regard to lowering drop-out rates and other positive motivational outcomes. [ABSTRACT FROM AUTHOR] Copyright of Journal of Educational Media is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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