Session 4: Friday, 8 June, 3:30 – 5:00
Presentation 4b: Improving learner motivation through enhanced instructional design.
Presenter: Dennis Margueratt
Summary:
Background
Many of the articles written and research conducted on the subject of learner
motivation in the context of distance learning focus on learner attributes. The premise of
these writings and research is that understanding the learner, and what motivates the
learner to persist in distance education, will help distance educators anticipate what
mechanisms might be incorporated in the distance learning program to attract and
retain them.
Learners are generally motivated to enter a distance learning program for
reasons of career enhancement, improvement in job related performance, or for the
convenience distance learning offers those learners living and working in locations that
do not afford easy access to a residential program (Cannon, Umble, Steckler, & Shay,
2001). Once engaged in a learning experience, the reason for remaining engaged in
learning turns to "incentive motivation," wherein the individual strives to achieve a preestablished goal or target for which they perceive a reward for fulfilling their intended
goal (Gagné & Driscoll, 1988, p. 25). Gagné and Medsker (1996) also note that, not only
is a personal goal crucial, that goal must also be achievable. Consequently, motivation
of the learner must be sustained throughout the learning experience, in order for goal
achievement to remain a reality and the focus of learning.
Keller (1983) contended that motivation is often not considered when designing
approaches to instruction, and is rarely considered an essential element of instructional
design and instructional theory. The noted lack of attention paid to learner motivation
during instructional design led Keller to focus research on learner motivation, which
eventually resulted in the development of an instructional design model he refers to as
ARCS, an acronym for Attention, Relevance, Confidence, and Satisfaction (Smith & Ragan,
1999). Gagné and Driscoll (1988) provide the following definition of the four ARCS
terms:
-
Attention: Arousing and sustaining learner curiosity and interest.
Relevance: The learner is aware that the learning being undertaken has
personal value or importance.
Confidence: Learners must believe that they can accomplish the goal of
learning successfully.
-
Satisfaction. Satisfaction is the feeling accompanying the process of
reinforcement (p 71).
Research Effort
This thesis posed the following research questions:
-
Does the type of instructional design methodology used in course
development affect learner motivation?
To what degree, if any, does varying the instructional design methodology
affect locus of control, intrinsic and extrinsic motivation, and self-efficacy?
In addressing these research questions, a course offered at the Royal Military
College (RMC), that has traditionally been delivered in a typical narrative
correspondence course format, was partially redesigned using various instructional
design techniques and methodologies that reflected the attributes of Kellers ARCS
model. Two questionnaires were provided to the learners taking the RMC course, to
measure their motivation toward the instructional design format of the lessons before
and after the instructional design intervention occurred. The questionnaires were
designed such that each element of the ARCS model could be identified from questions
contained in the questionnaire. The first questionnaire, completed following the first
module of the course, was intended to measure learner motivation toward the
instructional design structure originally used for the course. Learners were then asked
to complete a second questionnaire following completion of the revised lessons in the
second module designed using the ARCS model. The results of the two questionnaires
were recorded on an Excel spreadsheet in order to compare the results.
The Results
A Non-Parametric, Two Related Samples, Wilcoxon statistical test was conducted
on the data for each of the ARCS elements. The results showed that a statistically
significant improvement in the Attention, Confidence and Satisfaction elements did occur
as a result of the instructional design intervention. The Relevance factor also improved,
although the results were not statistically significant at the 95% level.
Conclusion
The results of this quantitative analysis would suggest that incorporating
instructional design elements that address Keller’s ARCS model will have a positive
influence on learner motivation. It is important, therefore, when designing course
materials, especially those intended for delivery through distance learning, that learner
motivation be a prominent consideration in the overall design.
References
Cannon, M., Umble, K., Steckler, A., & Shay, S. (2001). "We're living what we're
learning": Student perspectives in distance learning degree and certificate
programs in public health. Journal of Public Health Management and Practice,
7(1), 49 - 60.
Gagné, R.M., & Driscoll, M.P. (1988). Essentials of learning for instruction, (2nd Ed).
New Jersey. Prentice Hall.
Gagné, R.M., & Medsker, K.L. (1996). The conditions of learning: Training applications.
Belmont. Wadsworth Thompson Learning.
Keller, J. (1983). Motivation design of instruction. In C. Reigeluth (Ed.), Instructionaldesign theories and models: An overview of their current status (pp. 383 - 434).
New Jersey: Lawrence Erlbaum Associates.
Smith, P., & Ragan. (1999). Instructional design, (2nd ed.). New York: John Wiley & Sons,
Inc.