Motivational Design Research
House, J. D. (1999). The effects of entering characteristics and instructional experiences on student satisfaction and degree completion: An application of the input-environment-outcome assessment model. International Journal of Instructional Media, 26(4), 426-434.
Hu, Y. (2008). Motivation, usability and their interrelationships in a self-paced online learning environment Ph.D. doctoral dissertation, Virginia Polytechnic Instutute and State University, Blacksburn, VA.
Lim, D. H. (2004). Cross cultural differences in online learning motivation. Educational Media International, 41(2), 163-175.
Lim, D. H., & Kim, H. (2003). Motivation and Learner Characteristics affecting Online Learning and Learning Application. Journal of Educational Technology Systems, 31(4), 423-439.
Loorbach, N., Karreman, J., & Steehouder, M. (2007). Adding motivational elements to an instruction manual for seniors: Effects on usability and motivation. Technical communication, 54(3), 343-358.
Rezabek, R. H. (1994). Utilizing intrinsic motivation in the design of instruction. Paper presented at the
Association for Educational Communications and Technology, Washington, DC.
Shellnut, B., Knowlton, A., & Savage, T. (1999). Applying the ARCS Model to the Design and Development of Computer-Based Modules for Manufacturing Engineering Courses. Educational Technology Research & Development, 47(2), 100-110.
Visser, J. (1990). Enhancing learner motivation 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 Unpublished doctoral dissertation, Florida State University, Tallahassee.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 motivational design. Instructional Science, 19, 467-500.
Visser, L. (1998). The Development of Motivational Communication in Distance Education Support. Pd.D. doctoral dissertation, Educational Technology Department, The University of Twente, The Netherlands.
Weiler, A. (2004). Information-Seeking Behavior in Generation Y Students: Motivation, Critical Thinking, and Learning Theory. The Journal of Academic Librarianship, 31(1), 46-53.
Wongwiwatthananukit, S., & Popovich, N. G. (2000). Applying the arcs model of motivational design to pharmaceutical education. American Journal of Pharmaceutical Education, 64, 188-196.
The studies listed in this section all have an element that pertains to the application of the ARCS model to the design of instruction, and most of them have a strong theoretical foundationl. Also see Motivational Design in the References section.