Motivational Measure of the Instruction Compared: Instruction Based on the ARCS Motivation Theory versus Traditional Instruction in Blended Courses
Ozgur M. Colakoglu, Omur Akdemir, Zonguldak Karaelmas University, Turkey
EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
ARCS Motivation Theory was proposed to guide instructional designers and teachers who develop their own instruction to integrate motivational design strategies into the instruction. The purpose of this study was to compare the motivational evaluation of instructional materials between blended courses developed based on the ARCS Motivation Theory and blended courses developed following the regular instructional design procedure. The study was conducted with randomly assigned fifty junior undergraduate students studying at the department of Turkish Language and Literature. Motivation Measure for the Blended Course Instruction (MMBCI) instrument was used to collect data for the study after the Confirmatory Factor Analysis (CFA). Results of the study indicated that designing instruction in blended courses based on the ARCS Motivation Theory provides more benefits for students in terms of motivation.
Colakoglu, O.M. & Akdemir, O. (2008). Motivational Measure of the Instruction Compared: Instruction Based on the ARCS Motivation Theory versus Traditional Instruction in Blended Courses. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 48-53). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved June 6, 2023 from https://www.learntechlib.org/primary/p/28375/.
© 2008 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Evaluating the Motivational Aspects of a Web-based Learning Environment for the Teaching of Middle School Geometry
Emmanouil Choustoulakis & Emmanouil Nikoloudakis, National & Kapodistrian University of Athens, Greece
Global Learn 2011 (Mar 28, 2011) pp. 803–808
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.