The effect of instructional media on learner motivation

1. 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),333-342. 指導教授：Ming-puu, Chen 報 告 者：Yun-fang, Chou 報告日期：2007.7.11

2. 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 shifted the focus to adult learners in the workplace. • The IMMS (Instructional Materials Motivation Survey ) was modified to increase its scope to evaluate instructional media and format, not just instructional materials.

3. Introduction (2/3) • The IMMS was developed around Keller's ARCS model of motivational design. • 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.

4. Introduction (3/3) • Three formats were selected for evaluation: • linear video: • consisted of video taped presentations with demonstrations of techniques and principals discussed. • lecture presentations: • by experts on the subjects that included use of overhead projector as well as demonstration of skills. • 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.

5. Methods(1/2) • Dependent variable : motivation (ascertained with the IMMS) • Independent variable : method of instruction • Subjects: • 96 subjects(76 females and 20 males); Mean age was 33. • 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.

6. Methods(2/2) • 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.

7. Results Results

8. 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.

9. Discussion(2/3) • 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─ • 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 ─ • CBI's learner-directed capabilities as an advantage over other methods of instruction .

10. Discussion(3/3) • From 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─ • 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.

11. The endAny questions?