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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ532931
Record Type: CIJE
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0047-2395
Motivational Analyses on the Effects of Type of Instructional Control on Learning from Computer-Based Instruction.
Yang, Yong-Chil; Chin, Wee-Kyo
Journal of Educational Technology Systems, v25 n1 p25-35 1996-97
This study analyzed motivational effects of type of instructional control on learning from computer-based instruction, according to Keller's ARCS (Attention, Relevance, Confidence, Satisfaction) model of motivational design. Sixth graders in Korea were randomly assigned to either learner or program control groups, and results showed that the group under program control performed better on posttests. (Author/LRW)
Descriptors: Computer Assisted Instruction, Elementary Education, Foreign Countries, Grade 6, Learner Controlled Instruction, Pretests Posttests, Student Motivation
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: ARCS Model; Korea