ERIC Number: ED436180
Record Type: Non-Journal
Publication Date: 1999-Feb
Reference Count: N/A
The Influence of Designer and Contextual Variables on the Incorporation of Motivational Components to Instructional Design and the Perceived Success of a Project.
Shellnut, Bonnie J.
This study investigated designer background characteristics and contextual variables that were hypothesized to influence the incorporation of motivational components in the design of instructional materials, as well as the factors that may affect the perceived level of a project's success. A hypothesized model was developed that depicted anticipated relationships (based on the literature) among the variable sets. Of the 500 questionnaires mailed to instructional design practitioners, 201 valid responses were returned. Stepwise multiple linear regression analyses and path analysis techniques were used to examine the following variables and test the hypothesized model: designer background; designer attitude toward motivation; instructional context; use of core ISD (Instructional Systems Design) elements; incorporation of motivation design components (analysis, attention, relevance, confidence, and satisfaction); and perceived level of the project's success. A revised model was developed from the results. The study found that certain background and contextual variables influence the incorporation of motivation design components and that certain factors in the hypothesized model have a significant relationship to the perceived level of success of a project. (Contains 34 references.) (Author/MES)
Descriptors: Attitudes, Background, Context Effect, Designers, Individual Characteristics, Instructional Design, Instructional Effectiveness, Instructional Materials, Instructional Systems, Mail Surveys, Models, Motivation Techniques, Participant Characteristics, Predictor Variables, Student Motivation, Success
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A