Motivation Assessment for a Web-Based Computer Ergonomics Course
Lih-Juan ChanLin, Fu-Jen Catholic University, Taiwan
EdMedia + Innovate Learning, in Vancouver, Canada ISBN 978-1-880094-62-4 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
An important facet of effective web-based instructional design is the consideration of learning activities on student motivation. To creative a motivational interaction environment, incorporation of strategies to foster student interest in learning is essential. Cooperative learning activities and task-oriented approach conditions might have a motivational impact on students for learning web-based instructional materials. The study employed Keller's ARCS Motivational Model in the design and implementation of a web-based lesson. Along the implementation process, motivational problems were observed, and instructional adjustment was made. From the online interactions, providing motivational support was part of the research focus. The study also summarized the support needed to foster students' motivation in web-based learning. Keller's Motivation Model was used as the framework in summarizing the motivational approach in the web-based learning activities. Overall, students were positive about the innovative learning approach.
ChanLin, L.J. (2007). Motivation Assessment for a Web-Based Computer Ergonomics Course. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 633-638). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE).
© 2007 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Chantorn Chaiprasurt & Vatcharaporn Esichaikul, Asian Institute of Technology
The International Review of Research in Open and Distributed Learning Vol. 14, No. 3 (Jun 03, 2013) pp. 377–401
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