An integrated model of multimedia learning and motivation 指導教授： Ming-puu, Chen 報 告 者： Yun-fang, Chou 報告日期： Astleitner, H. & Wiesner, C. (2004). An integrated model of multimedia learning and motivation. Journal of Educational Multimedia and Hypermedia, 13(1), 3-21.

1.Introduction(1/2) Within this article, several theoretical models are critically reviewed and an integrated model of multimedia learning and motivation is presented, which is based on current research in the field of educational psychology. The model can stimulate research, as it represent an expansion of the popular cognitive theory of multimedia learning from Mayer (2001). It integrates additional variables, such as mental resources management and motivational processing. The model can also provide IDers with a summary of main factors that have to be considered when developing multimedia- based learning environments.

1.Introduction(2/2) These approaches are widely unknown in the field of multimedia research and come from: 1)Malone and Lepper (1987), 2)a combination of a model of motivation in self-regulated learning and the ARCS-approach (Keller, 1983, 1997, 1999; Rheinberg, Vollrneyer, & Roilel, 2000), 3)a model of integrated multimedia effects by Hede (2002), 4)a model of a motivational expansion of Mayer ’ s (2001) cognitive theory of multimedia learning.

2.1 The ID approach from Malone & Lepper Malone and Lepper (1987) identified four major factors: challenge, curiosity, control, and fantasy, which make a multimedia learning environment motivating. Shortcomings: 1.This model hardly stimulated empirical research (e.g., Amory, Naicker, Vincent, & Adams, 1999). 2.This approach does not represent a theory of how elements of a multimedia learning environment are related to different variables representing more or less valid motivational processes within a learner and their effects on learning, especially when considering recent developments in learning theory, that is, self-regulated learning. 3.It represents one of the major paradigms in learning theory and needs special attention because of the problem resulting from lacking capacities in self-motivation.

2.2 A combined model of motivation in self- regulated learning and ARCS-approach Attribute modeling Expectancy for success Challenge setting Equity Natural consequences Positive consequences Perceptional arousal Inquiry arousal Variability Goal orientation Motive matching Familiarity SOE AOE OCE I (ARCS) Stage1 Stage2

2.3 An integrated model of multimedia effects Group1 Group2 Group3 Reflection

2.4 The motivational expansion of Mayer’s (2001) cognitive model The main problem with the approach from Mayer (2001) comes from the fact, that this multimedia learning theory does not consider motivational aspects. Some elements of a multimedia environment can have also a non- cognitive quality. video > audio (e.g., Tang & Isaacs, 1993) cognitive interest vs. emotional interest (Harp & Mayer, 1997) Deal with the motivational value of multimedia instructional elements( Astleitner & Leutner, 2000; Keller, 1997; Lee & Boling, 1999). These motivational elements are important, because a)motivation is influencing learning significantly; b)motivational processes need memory resources and therefore in or decrease cognitive load; c)there is a more or less a direct connection between cognitive and motivational.

2.4.1 Evidence for additional motivational parameters in working memory According to the model of action control by Kuhl (1985), volitional processes (or self-regulatory strategies.) are based on the following components: a)Active attentional selectivity b)Encoding control c)Emotion control d)Motivation control e)Environmental control f)Parsimony of information processing

2.4.2 The expanded model

3.Predictions from the model First, research dealing with the motivational quality of multimedia elements has to be considered. Second, personality characteristics linked with the theoretical components can he considered and aptitude-treatment-interaction (ATI)-research can be undertaken on the basis of the presented model. Third, empirical studies should especially focus on the question that considering motivational features could influence cognitive load within multimedia learning. Two main aspects will be important for future research and instructional design: 1.dealing with the phenomenon of “ seductive details ” (Harp & Mayer, 1998) 2.dealing with “ motivationally adaptive ” mechanisms (Song & Keller, 2001).

4.Discussions Information flow in the presented model is without arrows that indicate there are no clear causal linkages. (ex: attention → motivaitonal processing) For some of the components of the model, it has to be stated whether they represent stable personality characteristics and/or instable parts of information-processing within the working memory. In a further step, elements of multimedia presentations have to be linked to the additional variables. attention, engagement, monitoring, goal setting, action control (Mayer, 2001).

5. 延伸閱讀 Hardre, P. L. & Miller, R. B. (2006). Toward a current, comprehensive, integrative, and flexible model of motivation for instructional design. Performance Improvement Quarterly, 19(3), Keller, J. M. & Burkman, E. (1993). Motivation principles. In M. Fleming & W. H. Levie (Eds.), Instructional message design: Principles from the behavioral and cognitive sciences (2nd Ed.)(pp. 3-53). Englewood Cliffs: Educational Technology Publications. Lee, S. H. & Boling, E. (1999). Screen design guidelines for motivation in interactive multimedia instruction: A survey and framework for designers. Educational technology, 39(3), Song, S. H. & Keller, J. M. (2001). Effectiveness of motivationally adaptive computer-assisted instruction on the dynamic aspects of motivation. Educational Technology Research and Development, 49(2), 5-22.