Motivational Analyses on the Effects of Type of Instructional Control on Learning from Computer-Based Instruction

Abstract

The purpose of this study was to analyze motivational effects of type of instructional control on learning from computer-based instruction, according to Keller's ARCS model of motivational design. Forty-eight sixth graders were randomly assigned to either learner or program control groups. Instructional materials were computer-based instructional programs for teaching four concepts utilized in advertisement propaganda techniques. The post-test with fifteen items for learning and Instructional Motivation Measurement Survey with thirty-six statements for motivation were used. The results showed that the group under program control performed better on the post-test than the group under learner control, but there was not a significant difference in Keller's ARCS motivational factors between two groups. Regardless of type of instructional control, however, the level of satisfaction among the factors was higher than that of confidence in the instruction. Such results suggest that ARCS motivational factors in designing effective instructional control strategies can be considered.

Effect of Choice on Cognitive and Affective Engagement

“…As predicted, results of this second experiment indicate an increase in affective engagement despite no increase or even a decrement in cognitive processing. In addition, the results of Experiment 2 are consistent with previous reports of a decrease in learning in student-paced versus teacher-controlled learning environments (Hannafin & Sullivan, 1996;Yang & Chin, 1997).…”

“…Hannafin and Sullivan (1996) found that college students assigned to a self-controlled instructional condition performed more poorly on cognitive tasks than on other-controlled instruction. Yang and Chin (1997) reported similar results with sixth-grade students. In both of those studies, students in the self-controlled condition were more satisfied with their learning and performance than were those in the program-controlled condition.…”

Learner preferences and prior knowledge in learner-controlled computer-based instruction

“…A study by Eom and Reiser (2000) reported that sixth-and seventh-grade students who were allowed to control their instruction performed significantly worse than those who did not have control. Several researchers (Farrell andMoore 2000-2001;Morrison et al 1992;Swaak and de Jong 2001;Yang and Chin 1996) have reported that giving learners control over their instruction results in little or no improvement in achievement.…”

Can User Choice Alter Experimental Findings in Human–Computer Interaction?: Similarity Attraction Versus Cognitive Dissonance in Social Responses to Synthetic Speech

“…Specifically, participants who were given choice options showed more favorable attitudes regarding their participation, greater perceived control over the experiment, and more interest in the story (Schraw et al, 1998; see also Flowerday & Schraw, 2003). In a similar vein, studies indicate that learners with choice options (e.g., self-controlled learning environments) are more satisfied with their learning and performance than learners without choice options (Hannafin & Sullivan, 1996;Yang & Chin, 1997). One of the most influential theories for individuals' postchoice states is cognitive dissonance (Festinger, 1957).…”