Adaptive Computer-Assisted Instruction
of this study was to examine the effects of a prototype of motivationally-adaptive
computer-assisted instruction (CAI). The foundation for motivational
theory and design was provided by ARCS model. A computer-based tutorial
was programmed to diagnose learner motivational states at various points
in the lesson, and to present motivational tactics that were appropriate
for the given motivational results. The study illustrates that the ARCS
model can be useful and effective in support of designing for these
dynamic aspects of motivation.
S. H., & Keller, J. M. (2001). Effectiveness of motivationally-adaptive
computer-assisted instruction on the dynamic aspects of motivation.
Educational Technology Research & Development, 49(2),
5 - 22.
Of A Website To Check Instructional Design Based On The ARCS Model
describes the development of a prototype website that had capabilities
for collecting data from instructional designers that was then analyzed
in regard to motivation. The website would suggest areas that were strong
or weak in motivation and then suggest strategies for improvement. The
prototype was formatively evaluated with positive results.
K., Nishibuchi, A., Yamamoto, H., and Keller, J. M. (2004). Development
and Evaluation of a Website to Check Instructional Design Based on
the Arcs Motivation Model. Journal of the Japanese Society for
Information and Systems in Education, 2(1), 63-69
Of A Computer-Based Instructional Tutorial Using The ARCS Model
study demonstrates the feasibility of utilizing instructional theories,
specifically on learning motivation, to evaluate a computer-based tutorial
for the purpose of proposing effective instructional interventions.
Keller’s ARCS Model of Motivational Design provides the conceptual
framework to address motivational issues while developing instruction.
D. W., Diefes-Dux, H., Imbrie, P. K., Daku, B., and Kallimani, J.
G. (2004). Learning motivation evaluation for a computer-based
instructional tutorial using ARCS model of motivational design.
Proceedings of the 34th ASEE/IEEE Frontiers in Education Conference,
Section T1E, Atlanta.
2006 John M. Keller, All rights reserved.
John Keller email@example.com
ChanMin Kim firstname.lastname@example.org