Effectiveness of Motivationally Adaptive Computer-Assisted Instruction on the Dynamic Aspects of Motivation

• Published in: Educational technology research and development 2001-01, Vol.49 (2), p.5-22
• Main Authors: Song, Sang H., Keller, John M.
• Format: Article
• Language: English
• Subjects: Academic motivation; CAI; Computer Assisted Instruction; Computer Managed Instruction; Computer Uses in Education; Computers in education; Cooperative learning; Design; Designers; Education and psychology; Educational Development; Educational sciences; Educational Strategies; Educational technology; Genetics; Instructional Design; Instructional Development; Instructional Effectiveness; Instructional Materials; Learning motivation; Learning Processes; Motivation; Motivation and affectivity; Motivation research; Psychology and learning; Student Motivation; Student Needs; Student Reaction; Teaching Methods; Teaching Models
• ISSN: 1042-1629; 1556-6501
• DOI: 10.1007/bf02504925

The purpose 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 the ARCS model (an acronym formed from attention, relevance, confidence, and satisfaction). This model provides a definition of motivation, a motivational design process, and recommendations for motivational strategies. Three treatment conditions were considered: (a) motivationally adaptive CAI, (b) motivationally saturated CAI, and (c) motivationally minimized CAI. Dependent variables were effectiveness, perceived motivation (both overall motivation and each of A, R, C, & S components), efficiency, and continuing motivation. The motivationally adaptive CAI showed higher effectiveness, overall motivation, and attention than the other two CAI types. For efficiency, both motivationally adaptive CAI and motivationally minimized CAI were higher than motivationally saturated CAI. For continuing motivation, there were no significant differences among the three CAI types, but a significant correlation was found between overall motivation and continuing motivation across the three CAI types. This study supports the conclusion that CAI can be designed to be motivationally adaptive to respond to changes in learner motivation that may occur over time. It also illustrates that the ARCS model can be useful and effective in support of designing for these dynamic aspects of motivation.