The influence of designer and contextual variables on the incorporation of motivational components to instructional design and the perceived success of a project
This study investigated designer background characteristics and contextual variables that were hypothesized to influence the incorporation of motivational components to the design of instructional materials as well as the factors that may affect the perceived level of project success. The motivational components of motivation analysis, attention, relevance, confidence, and satisfaction used in the study were based on Keller's ARCS Model. A hypothesized model was developed that identified variable sets and the possible relationships between and among them. The independent variable sets were designer background, instructional context attitudes toward motivational design, use of core ISD elements, and incorporation of motivation design components. Perceived level of project success was the dependent variable. Eleven research questions were posed to validate the model. An 81-item survey was sent to 500 members of the International Society for Performance Improvement. There were 201 valid questionnaires returned, which was a 40% response rate. Descriptive statistics were reported to provide a profile of the respondents and determine frequencies, means, and distributions. Stepwise regression analyses were conducted to determine valid predictors of the dependent variable for each research question. From the results of stepwise regression analyses and path analysis techniques that were applied a revised model was developed. Eight variables from four of the variable sets in the hypothesized model had a significant relationship to the perceived level of the project's success. Six variables had positive relationships, motivation expertise, place products used, classroom delivery, importance of learners' attitudes, motivation confidence component, motivation satisfaction component. Two variables, use of a model and amount of facilities allocated, had negative relationships to the perceived level of the project's success. The data analyses showed that three variables had a positive relationship to the incorporation of the motivational design components. Motivation expertise and classroom delivery had a positive relationship to the incorporation of motivation satisfaction component. Classroom delivery and use of an ISD model had a positive influence on the incorporation to the confidence component. Based on the findings, implications to design and recommendations for further research were made.
|Year of publication:||
|Authors:||Shellnut, Bonnie J|
Wayne State University
|Type of publication:||Other|
ETD Collection for Wayne State University
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