The relationship between hypermedia producers’ preferred learning styles and the motivational aspects of their productions Presenter: Che-Yu Lin Advisor: Ming-Puu Chen Date: 07/29/ Carson, C. H. (2006). The relationship between hypermedia producers’ preferred learning styles and the motivational aspects of their productions. Journal of Education for Library and Information Science, 47(2), 106–126.

Introduction The role of librarians and information specialists has increasingly shifted focus, from locating the information for users to teaching them how to find the information themselves. With the ever-changing technologies now used in information services, librarians and information specialists have to teach colleagues about innovations in the field. The purpose of this research is to see if relationships between the way people prefer to learn has any relationship with the way producers of hypermedia incorporate motivational strategies in their productions. Graduate students in three different sections of a course in instructional technology for library and information services participated in this study. 2

Instructional Design Theory Reigeluth explains that there are two kinds of instructional design organizational strategies: micro strategies – elemental methods for organizing the instruction on a single idea (i.e., a single concept, principle, etc.) macro strategies – elemental methods for organizing those aspect of instruction that relate to more than one idea, such as sequencing, synthesizing, and summarizing ( previewing and reviewing) Objectives are classified on two dimensions in the Component Display Theory : type of content (facts, concepts, principles, and procedures) and the desired level of performance for the content (remember, use, or find). 3

Instructional Motivation(1/2) Attention is gained by arousing and sustaining curiosity and interest. A1-using novel, surprising, incongruous, and uncertain events. (Perceptual arousal) A2-posing questions or problems to solve or have the student generate questions or problems to solve. (Inquiry arousal) A3-varying the elements of instruction. (Variability) Relevance is obtained by connecting instruction to important needs and motives of the student. R1-using concrete language or using examples and concepts related the student’s experience and values. (Familiarity) R2-providing statements or examples that present the objectives and utility of the instruction presented. (Goal orientation) R3-matching the motives of the student with the presentation strategies used. (Motive matching) 4

5 Instructional Motivation(2/2) Confidence is built by developing a positive expectancy for success. C1-making the student aware of performance requirements and evaluative criteria. (Expectancy for success) C2-providing multiple achievement levels that allow students to set personal standards of accomplishment and performance opportunities that allow them to experience success. (Challenging setting) C3-providing feedback that supports user ability and effort as determinants of success. (Attribution molding) Satisfaction is gained by managing extrinsic and intrinsic reinforcement through: S1-providing opportunities to use newly acquired skills or knowledge in a real or simulated setting. (Natural consequences) S2-providing feedback and reinforcement that will sustain the desired behavior. (Positive consequences) S3-maintaining consistent standards and consequences for task accomplishment. (Equity)

6 Kolb’s Learning-Style Inventory Accommodator ConvergerAssimilator Diverger

7 Method Hypermedia presentations were designed and produced by sixteen graduate students. The group included four accommodators, seven divergers, three convergers and two assimilators. Each graduate student was instructed to use micro-level instructional design strategies of the Component Display Theory to produce a four-slide hypermedia production entitled, “Flight is…” using the HyperStudio Evaluation CD and to use the ARCS Model to enhance the motivational aspects of the instruction. The ARCS Evaluation Scale (ARCSES) was constructed to evaluate the effectiveness of the motivational strategies used in the hypermedia productions.

8 Results(1/2)

9 Results(2/2)

10 Conclusions The most effective instructional hypermedia presentations use a combination of audio, text, graphics, animation, and/or interactive links related to the topic with effective use of motivational strategies prescribed in the ARCS Model. This study indicates that accommodators as doers, are the most effective at producing instruction where one does things and their “people oriented” approach helps them apply effective motivational strategies more effectively. Assimilators prefer passive learning situations and are more interested in theory than applying knowledge to practical situations. The study appears to support the logic with which Kolb based his learning styles.