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The Relationship of a Motivational Instructional Design to Learning Effort and Outcomes in an Asynchronous Computer-Based Learning Program
PROCEEDINGS

, , Purdue University, United States

AACE Award

EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Technology has long been embraced by nursing faculty who seek to create authentic learning experiences prior to actual hands-on experience in a clinical setting. The aim of this study was to explore effect of a CBL program designed with embedded motivational strategies based on Keller’s Attention, Relevance, Confidence, and Satisfaction (ARCS) model of motivational design on learning effort and learning outcomes. Motivational state and motivational appeal of the materials was also measured. Motivational appeal of the program had a positive correlation with total time (effort) spent in the program. Time spent in the program was the strongest predictor variable for learner outcomes. The 65 participants were highly positive about using a CBL format with over 90% indicating they would like to learn other basic nursing skills this way.

Citation

Kirkpatrick, J. & Lehman, J. (2009). The Relationship of a Motivational Instructional Design to Learning Effort and Outcomes in an Asynchronous Computer-Based Learning Program. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 762-769). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 21, 2019 from .

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