ERIC Number: ED373751
Record Type: RIE
Publication Date: 1994
Reference Count: N/A
Utilizing Intrinsic Motivation in the Design of Instruction.
Rezabek, Randall H.
A synthesis of the flow theory of intrinsic motivation of Csikszentmihalyi and the motivational design theory of instruction of Keller is presented. The conceptual integration of these theories is the basis for prescriptions aimed at increasing the level of intrinsic motivation in instruction. The flow phenomenon is described in terms of challenge and skills. When these are in balance, people feel that they are able to achieve a challenging but realistic goal. Flow is perceived as a positive experience because mastery of an achievable challenge stretches capabilities by promoting the development of new skills and increasing self-esteem and personal complexity. If the flow theory is integrated into the categories of Keller's theory (effort, performance, and consequences), effort can be seen to correspond to the challenge parameter, whereas performance corresponds to skills and consequences correspond to feedback in the flow model. A literature review identifies the recommendations and prescriptions of various authors into the variables of the synthesis, which are conceptualized as challenges (incorporating goals), means (including skills), and feedback. Two figures and three tables illustrate the synthesis. (Contains 16 references.) (SLD)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Challenge; Csikszentmihalyi (Mihaly); Keller (John); Motivational Design
Note: In: Proceedings of Selected Research and Development Presentations at the 1994 National Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division (16th, Nashville, TN, February 16-20, 1994); see IR 016 784.