Motivation in instructional design: Comparison of an American and a soviet model

Bohlin, Roy M.

doi:10.1007/bf02905786

Cited by 4 publications

(5 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The high emphasis placed on the interest of the individual in countries like the USA is quite different from the dominant model of social interaction in Mozambique and many other parts of the world where both traditional values and the political orientation emphasize values related to the well-being of the group, the community and society at large. In line with the conclusions of Bohlin (1987), some further refinement of the ARCS model, in the light of the above difficulty, seems to be desired. Particular attention should be given in this context to the development of subcategories that would facilitate describing an individual's motivation as regards relevance and satisfaction in a context where these concepts are derived from feelings related to a person's incorporation in group, communal, or societal efforts to reach common aims.…”

Section: Resultsmentioning

confidence: 68%

“…This latter area has so far received little attention in instructional design theory, as well as in related practice (Martin and Driscoll, 1984). However, audience motivational analysis is an important step in the ARCS model and is specifically referred to by Bohlin (1987), in his cross-cultural comparison, as a field deserving more attention in Western models.…”

Section: Approachmentioning

confidence: 99%

“…Although the ARCS model primarily addresses the motivational requirements of the learner in the context of a specific lesson or course of instruction, its flexibility allows one to take into account more long term motivational goals as well. As is pointed out by Bohlin (1987), the motivational dimensions specified by the ARCS model refer to internal states of the learner. This poses the problem that, unlike some of the factors in Wlodkowski's model, they cannot be manipulated directly.…”

Section: Introductionmentioning

confidence: 99%

“…On the other hand, the modification of the internal motivational disposition of the learner, aimed at by the ARCS model, may be considered to touch on longer lasting effects, as the outcomes relate to changes the learner has brought about him or herself internally. Bohlin (1987) refers to the "adaptability to a wide variety of teaching methods and processes" (,p. 14) as the relative strength of the ARCS model in a crosscultural comparison with methods of designing motivating instruction presented in the Soviet literature. He claims this to be of particular importance in the context of Western educational programs, where an "extreme variance in classroom processes is encouraged to accommodate a wide range of learning styles and to develop individuality" (p. 14).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

The clinical use of motivational messages: an inquiry into the validity of the ARCS model of motivational design

Visser¹,

Keller

1990

Instr Sci

View full text Add to dashboard Cite

Instruction, even when prepared according to sound instructional design principles, often does not stimulate students' motivation to leam. A motivational intervention, developed according to the processes outlined in the ARCS model of motivatictaal design, was implemented and tested following the conventions of an embedded single-case study. It was tested with a group of 15 adults participating in a staff development course conducted within the Mozambique Ministry of Education. Results, based on concurrent and discriminant analysis c~ both quantitative and qualitative data, indicatexi that the primar/treatment, motivational messages, had positive effects on student attitude and performance. It may be concluded that the specific intervention and the ARCS model which provided the basis for designing it provide a sound basis for positively influencing student motivation to learn.

show abstract

Section: Resultsmentioning

confidence: 68%

Section: Approachmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The clinical use of motivational messages: an inquiry into the validity of the ARCS model of motivational design

Visser¹,

Keller

1990

Instr Sci

View full text Add to dashboard Cite

show abstract

“…This study was conceptually underpinned by the Attention, Relevance, Confidence, and Satisfaction (ARCS) model for measuring learner motivation on a situational basis (Keller, 2010). Keller's (1987) ARCS model has been regarded as one of the most respected instructional design models in the United States (Bohlin, 1987). Keller (1987) postulated that students work harder toward activities they perceive are valuable and where success is reachable.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Determining the effects of the smartphone as a learning tool on the motivation of school-based agricultural education students in Louisiana.

Smith¹,

Blackburn²,

Stair³

et al. 2019

JAE

View full text Add to dashboard Cite

Motivating students at a distance: The case of an international audience

Visser

Plomp²,

Amirault

et al. 2002

ETR&D

View full text Add to dashboard Cite

Distance education is rapidly becoming an increasingly important -and even preferredmethod of instructional delivery for many educational contexts. In spite of the many student benefits surrounding distance learning programs, however, a great number of distance learning courses suffer from extremely low student completion rates when compared to their traditional classroom-based counterparts. Although it may be tempting to point to instructional content and methods as the source of low distance learning completion rates, it can be shown that it is often motivational problems, and not the instruction itself, which lay at the root of these statistics. This article describes the motivational issues encountered by a representative group of international distance education students, as well as a specific, low-cost motivational intervention that assisted the instructors of these students to improve completion rates by providing effective and efficient motivational student support.This article is based on research focused on specific methods to increase course completion rates in a distance education program. Prior research has indicated that lack of motivation is an important cause of dropouts when students choose to study at a distance (Wolcott & Burnham, 1991; Zvacek, 1991). The results of such research speak to the need that instructional designers and instructors understand motivational principles and be able to apply validated motivation-enhancing techniques to overcome the frequent motivational issues surrounding the distance learning community.The challenge in motivating distance learners is complicated by the fact that it is generally easier to detect and correct motivational problems in conventional teaching and learning settings than in distance education settings. In the face-to-face context, 2 instructors have more frequent contact with learners, a fact which helps instructors identify and address less motivated students. In addition, the traditional learner's face-toface participation in group work as well and oftentimes frequent contact with peers can also directly enhance motivational levels in students. In distance education settings, however, student motivational problems can go unnoticed and undetected for extended periods, and neither do students directly benefit from the personal contact experienced by traditional students. As a result, distance learners may not receive the timely help that would bring about higher levels of motivation when it is truly needed most by these students.Technological advances have improved distance learning delivery, but have not necessarily addressed student motivation needs. It is indeed true that today's Internetbased communication technologies are rapidly becoming a fact of life in many parts of the world and are increasingly penetrating the learning environment, but in spite of the potential for these technologies to offer interesting, efficient and effective opportunities for learning, it should be recognized that human beings continue to have the same motivational...

show abstract

Motivation in instructional design: Comparison of an American and a soviet model

Cited by 4 publications

References 4 publications

The clinical use of motivational messages: an inquiry into the validity of the ARCS model of motivational design

The clinical use of motivational messages: an inquiry into the validity of the ARCS model of motivational design

Determining the effects of the smartphone as a learning tool on the motivation of school-based agricultural education students in Louisiana.

Motivating students at a distance: The case of an international audience

Contact Info

Product

Resources

About