The effect of instructional media on
learner motivation
指導教授：Ming-puu, Chen
報 告 者：Yun-fang, Chou
報告日期：2007.7.11
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.
Introduction (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:
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 (2/3)
•
The IMMS was developed around Keller's ARCS model
of motivational design.
1. Attention:
– must have attention-getting strategies and attention-sustaining
strategies.
2. Relevance:
– use of relevance-producing strategies, such as goal orientation
or motive matching.
3. Confidence:
– Frustrations with the complexity of the subject and an over
abundance of confidence may decrease motivation.
4. Satisfaction:
– can manifest itself in both extrinsic and intrinsic ways.
Introduction (3/3)
•
Three formats were selected for evaluation:
1. linear video:
– consisted of video taped presentations with
demonstrations of techniques and principals discussed.
2. lecture presentations:
– by experts on the subjects that included use of overhead
projector as well as demonstration of skills.
3. computer-based instruction:
– utilized an interactive multimedia format.
‧ It was hypothesized that computer-based instruction would
provide a more positive learning experience that should be
reflected with higher degrees of motivation to learn.
Methods (1/2)
• Dependent variable : motivation (ascertained with the IMMS)
• Independent variable : method of instruction
• Subjects:
– 96 subjects(76 females and 20 males); Mean age was 33.
• 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.
Methods (2/2)
• 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.
Results
Results
Discussion (1/3)
• 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.
Discussion (2/3)
• Eccles and Wigfield summarized modern expectancyvalue 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─
– 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 ─
– CBI's learner-directed capabilities as an advantage over other
methods of instruction .
Discussion (3/3)
• From 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 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 end
Any questions?