The effect of instructional media on learner motivation Rodgers, D. L. & Withrow-Thorton, B.J.(2005).The effect of instructional media on learner motivation.

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The effect of instructional media on learner motivation Rodgers, D. L. & Withrow-Thorton, B.J.(2005).The effect of instructional media on learner motivation. International Journal of Instructional Media,32(4), 指導教授： Ming-puu, Chen 報告者： Yun-fang, Chou 報告日期：

Introduction (1/3) How to select the appropriate instructional format is a critical decision to stimulate learner motivation. The purpose of this study was to identify how different instructional media affected learner motivation in a workplace training situation. This study provides new information in two areas:This study provides new information in two areas: 1.This study shifted the focus to adult learners in the workplace. 2.The IMMS (Instructional Materials Motivation Survey ) was modified to increase its scope to evaluate instructional media and format, not just instructional materials.

Introduction (2/3) The IMMS was developed around Keller's ARCS model of motivational design.The IMMS was developed around Keller's ARCS model of motivational design. 1.Attention: –must have attention-getting strategies and attention-sustaining strategies. 2. Relevance: –use of relevance-producing strategies, such as goal orientation or motive matching. 3. Confidence: –Frustrations with the complexity of the subject and an over abundance of confidence may decrease motivation. 4. Satisfaction: –can manifest itself in both extrinsic and intrinsic ways.

Introduction (3/3) Three formats were selected for evaluation:Three formats were selected for evaluation: 1.linear video: –consisted of video taped presentations with demonstrations of techniques and principals discussed. 2.lecture presentations: –by experts on the subjects that included use of overhead projector as well as demonstration of skills. 3.computer-based instruction: –utilized an interactive multimedia format. ‧ It was hypothesized that computer-based instruction would provide a more positive learning experience that should be reflected with higher degrees of motivation to learn.

Methods (1/2) Dependent variableDependent variable : motivation (ascertained with the IMMS) Independent variableIndependent variable : method of instruction Subjects:Subjects: –96 subjects(76 females and 20 males); Mean age was 33. Procedure:Procedure: –The groups were then randomly assigned to receive the safety education in one of the three formats. –Each format provided the same information with the only difference being the medium. –After receiving the training, subjects were asked to complete the IMMS.

Methods (2/2) Measure:Measure: –Alpha coefficients for the four subscales collected in this study indicated moderate to high reliability. –The total scale had an alpha coefficient of.89, showing a marked relationship.

Results Results

Discussion (1/3) The results of the overall score were highly significant in rating computer-based instruction as a more motivating medium than either video or lecture. The CBI group felt the knowledge and skills were more relevant than either the video or lecture groups. CBI provided more opportunities for learners to demonstrate new knowledge and be given immediate feedback than either the video or lecture groups. The interactive nature of the CBI, immediate feedback permitted learners to build individual outcome histories more readily than learners in the other two groups.

Discussion (2/3) Eccles and Wigfield summarized modern expectancy- value theory development.Eccles and Wigfield summarized modern expectancy- value theory development. –learners' feelings about their level of competence in performing the task and their view of the difficulty of the task. Yildirim, Ozden, and Aksu suggested that─Yildirim, Ozden, and Aksu suggested that─ –learner-controlled instructional media causes increased motivation that leads to feelings of increased confidence, –lead to even higher degrees of motivation. Other authors have cited ─Other authors have cited ─ –CBI's learner-directed capabilities as an advantage over other methods of instruction.

Discussion (3/3) From the constructivist's viewpointFrom the constructivist's viewpoint ─ –CBI leads to a more student-centered, self-directed approach that allows each learner to manage his or her own learning process. As for limitations ─As for limitations ─ –while the quality of each instructional method was thought to be relatively equal, some variations may have existed that could have had detrimental effects on motivation. While this study shows a higher degree of learner motivation for computer-based instruction over video or lecture, this must be linked to learning and recall.

The end The end Any questions?