The effect of instructional media on The effect of instructional media on learner motivationlearner 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

Introduction Introduction (1/3)(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 Introduction (2/3)(2/3)

• The IMMS was developed around Keller's ARCS model The IMMS was developed around Keller's ARCS model of motivational design. of motivational design. 1.1. Attention:Attention:– must have attention-getting strategies and attention-sustaining

strategies. 2. Relevance:2. Relevance: – use of relevance-producing strategies, such as goal orientation

or motive matching. 3. Confidence:3. Confidence: – Frustrations with the complexity of the subject and an over

abundance of confidence may decrease motivation. 4. Satisfaction:4. Satisfaction: – can manifest itself in both extrinsic and intrinsic ways.

Introduction Introduction (3/3)(3/3)

• Three formats were selected for evaluation:Three formats were selected for evaluation: 1.1. linear video:linear video:– consisted of video taped presentations with

demonstrations of techniques and principals discussed. 2.2. lecture presentations:lecture presentations:– by experts on the subjects that included use of overhead

projector as well as demonstration of skills. 3.3. computer-based instruction:computer-based instruction:– utilized an interactive multimedia format.

‧ It was hypothesized that It was hypothesized that computer-based instructioncomputer-based instruction would would provide a more positive learning experience that should be provide a more positive learning experience that should be reflected with higher degrees of motivation to learn. reflected with higher degrees of motivation to learn.

MethodsMethods ((11//22))

• 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.

MethodsMethods ((22//22))

• 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.

ResultsResults ResultsResults

DiscussionDiscussion ((11//33))

• 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.

DiscussionDiscussion ((22//33))

• Eccles and Wigfield summarized modern expectancy-Eccles and Wigfield summarized modern expectancy-value theory development.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 .

DiscussionDiscussion ((33//33))

• 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 limitationsAs 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 endThe endAny questions?