Instructional Design Principles Towards Intrinsic Motivation
Hanan Yaniv, University of Calgary, Canada
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
It is well accepted in the literature that the motivation to learn should be intrinsic. This presentation introduces a new perspective of Intrinsic Motivation that takes into account the nature of imposed content of the school's curriculum by claiming that content can be presented in an intrinsically motivating manner. This claim will be supported by the description of the design methodology behind a highly motivating, multi-user, learning environment. The governing motivation inducing principles behind the instructional design methodology proposed here are all well tested and supported as very high in their motivation inducing energy and were combined into a game-like learning environment that is being used for the past 12 years and run on over 100,000 learners. The overwhelming success of the learning environment could be translated into instructional design principles that could be applied to and topic for any age and curriculum.
Yaniv, H. (2005). Instructional Design Principles Towards Intrinsic Motivation. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1084-1090). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved January 22, 2019 from https://www.learntechlib.org/primary/p/20223/.
© 2005 Association for the Advancement of Computing in Education (AACE)
Miri Shonfeld, Kibbutzim College of Education and Mofet Institute, Israel; Pual Resta, University of Texas, United States; Hanan Yaniv, Calgary University, Canada
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 740–745
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