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ERIC Number: EJ850349
Record Type: Journal
Publication Date: 2004
Pages: 15
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-1324-0781
The Effects of ARCS-Strategies on Self-Regulated Learning with Instructional Texts
Astleitner, Hermann; Lintner, Peter
E-Journal of Instructional Science and Technology, v7 n1 2004
The purpose of this study was to examine the effects of a motivationally designed instructional text on motivation and learning. The foundation for motivational design was provided by the combination of a model of motivation in self-regulated learning and the ARCS-approach. The model of motivation is based on concepts like expectancies, incentives, and action control. The ARCS-approach included instructional strategies to enhance attention, relevance, confidence, and satisfaction. Within an experimental study, 75 undergraduate students learned with self-instructional texts. One group learned with a text in which ARCS-strategies were implemented, the other group with a text without any motivational features. Results showed that the ARCS-strategies leaded to positive and negative effects on different motivational indicators of self-regulated learning (i.e., situation-outcome-, action-outcome-, outcome-consequence-expectancies, incentives, action control, personal evaluations of the learning process, and short- and long-term knowledge acquisition). Finally, implications for further research and instructional design are discussed. (Contains 1 figure and 2 tables.)
University of Southern Queensland. Division of Academic Information Services, Toowoomba Qld 4350, Australia. Tel: +61-7-4631-2100; Fax: +61-7-4631-2893; Web site: http://www.usq.edu.au/e-jist
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Austria