ERIC Number: ED292872
Record Type: Non-Journal
Publication Date: 1987
Pages: 21
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
Integrating ARCS Motivational Theory into the Component Display Theory of Instructional Design.
Marovitz, Mitchell E.; Buckley, Jeanne
A two-stage study was conducted to determine the effects of motivational components in the learning experience. The first stage involved administration of a survey instrument to 150 teachers in the New York City area to obtain information on the means by which teachers incorporate motivation into their instruction. The second stage involved the administration of a hobby lesson to a student audience that reflected the integration of J. Keller's Attention, Relevance, Confidence, and Satisfaction (ARCS) motivational model into Merrill's Component Display Theory. The theory provides prescriptions for cognitive outcomes of instruction. The lesson was organized into three sections that led the students toward the task of determining the length of a dipole antenna. Results of tests administered to students before and after the lesson suggest a higher degree of attainment of the motivational objective of the lesson by those who took a version of the lesson that incorporated the motivational component. Results from administration of the lesson as well as the teacher survey suggest that the four factors of the ARCS model are intricately bound together, so that isolation of any one factor for prescription purposes may be detrimental to overall motivational effects. (TJH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A