The Effects of Technology-Mediated Instructional Strategies on Motivation, Performance, and Self-Directed Learning
PROCEEDINGS
Donna Gabrielle, Florida State University, United States
EdMedia + Innovate Learning, in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract
Using a quasi-experimental research design, this study examined the effects of technology-mediated instructional strategies on motivation, performance, and self-directed learning. The subjects in this study were undergraduate students enrolled in a tuition-free, public military school in the Northeast United States. 784 students, representing approximately 20% of the population at the academy, were randomly divided into control and experimental groups for each of 17 instructors in the study. Interventions were developed using Keller's Attention-Relevance-Confidence-Satisfaction (ARCS) model of motivational design and were delivered via PDA, web, and other technologies. Quantitative and qualitative data was collected on self-directed learning, motivation, and performance. Findings revealed that there were significant differences between performance of students who accessed the technology-mediated instructional strategies and those who did not access the strategies.
Citation
Gabrielle, D. (2003). The Effects of Technology-Mediated Instructional Strategies on Motivation, Performance, and Self-Directed Learning. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2568-2575). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 10, 2024 from https://www.learntechlib.org/primary/p/14267/.
© 2003 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- Csikszentmihalyi, M. (1990). Flow: the psychology of optimal experience. New York: Harper & Row.
- Efklides, A., Kuhl, J., & Sorrentino, R.M. (2001). Trends and prospects in motivation research. Dordrecht; Boston; London: Kluwer Academic.
- Gabrielle, D.M. (2002). The Effect of Technology-Mediated Instructional Strategies on Motivation, Performance, and Se l f-Directed Learning (Electronic): U.S. Military Academy Center for Teaching Excellence.
- Gagné, R.M., Briggs, L.J., & Wager, W.W. (1988). Principles of instructional design (3rd ed.). New York: Holt Rinehart and Winston.
- Guglielmino, L.M. (1978). Development of the Self-Directed Learning Readiness Scale. University of Georgia.
- Hancock, D.R. (1991). Effects of conceptual levels and direct and nondirect instruction patterns on achievement and motivation in course content (direct instruction). Unpublished doctoral dissertation, Fordham University.
- Keller, J.M. (1979). Motivation and instructional design: A theoretical perspective. Journal of Instructional Development, 2 , 26-34.
- Keller, J.M. (1999). Motivation in Cyber Learning Environments. International Journal of Educational Technology, 1 (1), 7-30.
- Kulik, C., & Kulik, J. (1991). Effectiveness of computer-based instruction: An updated analysis. Computers and Human Behavior, 7 (1/2), 75-94.
- Lee, C.Y. (2000). Student motivation in the online learning environment. Journal of Educational Media & Library Sciences, 37(4), 367-375.
- Maslow, A.H. (1970). Motivation and personality (2d ed.). New York: Harper & Row.
- Preczewski, S.C. (1997). Measuring Self-Directedness for Continuing Learning: A Cross-Sectional Survey Approach Using the ODDI Continuing Learning Inventory (OCLI). Unpublished doctoral dissertation, University of Missouri-Columbia, Columbia.
- Reeves, T. (1995). Questioning the questions of instructional technology research. Paper presented at the Annual Conference of the Association for Educational Communications and Technology, Research and Theory Division, Anaheim, CA.
- Reeves, T. (2000, April 27). Enhancing the Worth of Instructional Technology Research through “Design Experiments” and Other Development Research Strategies. Paper presented at the “International Perspectives on Instructional Technology Research for the 21st Century,” a Symposium sponsored by SIG/Instructional Technology at the Annual Meeting of the Ame rican Educational Research Association, New Orleans.
- Song, S.H. (1998). The effects of motivationally adaptive computer-assisted instruction developed through the ARCS model. Unpublished doctoral dissertation.
- Visser, J. (1990). Enhancing learner motivati on in an instructor-facilitated learning context. Unpublished doctoral dissertation, Florida State University, Tallahassee.
- Visser, J., & Keller, J.M. (1990). The clinical use of motivational messages: An inquiry into the validity of the ARCS model of mo tivational design. Instructional Science, 19, 467-500.
- Visser, L. (1998). The Development of Motivational Communication in Distance Education Support. Den Haag: CIP-Gegevens Koninklijke Bibliotheek.
- Visser, L., Plomp, T., Arimault, R., & Kuiper, W. (2002). Motivating Students at a Distance: The Case of an International Audience. Educational Technology Research & Development, 50(2), 94-110.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesCited By
View References & Citations Map-
Next generation learning - Chuoagogy and technologies to transform lifelong learning
Leslie Cordie & Michael Wooten, Auburn University, United States
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1378–1381
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.
