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The Effects of Situation-Outcome-Expectancies and of ARCS-Strategies on Self-Regulated Learning with Web-Lectures
Article

, , University of Salzburg, Austria

Journal of Educational Multimedia and Hypermedia Volume 12, Number 4, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

The purpose of this study was to examine the effects of a prototype of a motivationally designed web-lecture-based learning environment on motivation and learning. The foundation for motivational design was provided by the Attention, Relevance, Confidence, and Satisfaction (ARCS)-approach. This approach included instructional strategies to enhance attention, relevance, confidence, and satisfaction. Results showed that the ARCS-strategies led to higher perceived success estimates, higher general motivation and better knowledge acquisition, but only for students with motivationally advantageous expectancies (i.e., low situation-outcome-expectancies). Students with motivationally disadvantageous expectations did not profit from ARCS-strategies. Finally, implications for further research and instructional design are discussed.

Citation

Astleitner, H. & Hufnagl, M. (2003). The Effects of Situation-Outcome-Expectancies and of ARCS-Strategies on Self-Regulated Learning with Web-Lectures. Journal of Educational Multimedia and Hypermedia, 12(4), 361-376. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved September 21, 2019 from .

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