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Motivational Design for Learning and Performance : The ARCS Model Approach.

Av: Materialtyp: TextUtgivningsuppgift: New York, NY : Springer, 2009Datum för upphovsrätt: ©2010Utgåva: 1st edBeskrivning: 1 online resource (364 pages)Innehållstyp:
  • text
Medietyp:
  • computer
Bärartyp:
  • online resource
ISBN:
  • 9781441912503
Ämnen: Genre/form: DDK-klassifikation:
  • 371.33
Onlineresurser:
Innehåll:
Motivational Design for Learning and Performance -- Preface -- Purpose -- Background -- Organization -- Acknowledgments -- Contents -- Tables -- Figures -- The Study of Motivation -- Forethought -- Introduction -- What is Motivation? -- ARCS-V: An Expansion of the Traditional ARCS Model -- Conceptual Challenges in the Study of Motivation -- Affective vs. Cognitive Domain -- Trait vs. State -- Intrinsic Versus Extrinsic Motivation -- Summary -- What is Motivational Design? -- Forethought -- Introduction -- Characteristics of Design -- Motivational Design Models -- Person-Centered Models -- Environmentally Centered Models -- Interaction-Centered Models -- Omnibus Models -- Process Versus Models: Benefits of a Holistic, Systems Approach -- Design Challenges With Regard to Motivation -- Isolating and Defining the Motivational Problems -- Deciding Whether to Change the Person or the Environment -- The Limitations of Motivational Design -- Summary -- The Arcs Model of Motivational Design -- Forethoughts -- Introduction -- Categories of the ARCS Model -- Research Support -- Subcategories and Major Supporting Strategies -- Attention Getting Strategies -- Relevance Producing Strategies -- Confidence Building Strategies -- Satisfaction-Generating Strategies -- Relationships Among the Categories -- The Systematic Process of Motivational Design -- Motivational Design -- Audience Analysis -- Motivational Objectives -- Motivational Measures -- Motivational Strategy Design -- Development and Pilot Test -- Integration of Motivational Design and Instructional Design -- ARCS and ISD: Point-by-Point Comparisons -- Interface 1: Instructional Goals and Course Description -- Interface 2: Entry Behavior Characteristics and Audience Description -- Interface 3: Instructional Analysis and Audience Motivational Analysis.
Interface 4: Coordinating Instructional and Motivational Objectives -- Interfaces 5 and 6: Designing Instructional and Motivational Strategies -- Interface 7: Develop Instructional and Motivational Materials -- Interface 8: Evaluate and Revise -- Applying the Process -- Summary -- Generating and Sustaining Attention -- Forethought -- Introduction -- Psychological Basis for Attention -- Arousal Theory and Early Concepts -- Curiosity -- Conceptual Foundations of Curiosity -- Research on Curiosity -- Curiosity and Intelligence -- Curiosity and Learning -- Developmental Influences: Parental Attitudes and Schooling -- Curiosity and Creativity -- Curiosity, Tolerance for Ambiguity, and Perceptual Rigidity -- Curiosity, Self-Concept, and Anxiety -- Boredom -- Sensation Seeking -- Strategies for Attention and Curiosity -- A.1. Capture Interest -- A.2. Stimulate Inquiry -- A.3. Maintain Attention -- Variation in Format -- Variation in Style and Sequence -- Summary -- Establishing and Supporting Relevance -- Forethought -- Introduction -- What Is Meant By Relevance? -- Psychological Basis for Relevance -- Goal Choice -- Tolman: Purposive Behavior -- Lewin: Field Theory -- Motives -- Achievement, Affiliation, and Power -- Competence -- Future Orientation and Future Time Perspective -- Goal Orientation -- Interest -- Intrinsic Motivation -- Flow -- Transition -- Strategies for Relevance -- R.1. Relate to Goals -- Present Worth -- Future Value -- An Example -- R.2. Match Interests -- Basic Motive Stimulation -- Role Models -- R.3. Tie to Experiences -- Connection to Previous Experience -- Options for Individualization -- Summary -- Building Confidence -- Forethoughts -- Introduction -- Psychological Basis for Confidence -- Locus of Control -- Origin-Pawn Theory -- Self-Efficacy -- Effects of Self-Efficacy -- Attribution Theory -- Self-Fulfilling Prophecy.
Teacher (Manager) Self-Efficacy -- Learned Helplessness -- Learned Optimism -- Ability Beliefs -- Transition -- Strategies for Building Confidence -- C.1. Success Expectations -- C.2. Success Opportunities -- Challenge Level -- Restructure for Success -- C.3. Personal Responsibility -- A Confidence Booster -- Summary -- Managing Outcomes for Satisfaction -- Forethought -- Introduction -- Psychological Basis for Satisfaction -- Reinforcement and Conditioning -- Classical Conditioning -- Operant Conditioning -- Token Reinforcement Systems -- Relationship Between Extrinsic Reinforcement and Intrinsic Motivation -- Cognitive Evaluation and Satisfaction -- Cognitive Dissonance -- Balance Theory -- Equity Theory -- Transition -- Strategies to Promote Feelings of Satisfaction -- S.1. Intrinsic Satisfaction -- Positive Recognition -- Continuing Motivation -- S.2. Rewarding Outcomes -- Pleasant Surprises -- S.3. Fair Treatment -- Summary -- Identifying Motivational Problems -- Forethought -- Introduction: Beginning the Design Process -- Step 1: Obtain Course Information -- Overview -- Instructions for Worksheet 1: Obtain Course Information -- Description of Content and Conditions -- Curriculum Rationale -- Context -- Instructor Information (This Section Applies to Instructor-Facilitated Courses) -- Sample Worksheets -- Transition -- Step 2: Obtain Audience Information -- Overview -- Instructions for Worksheet 2: Obtain Audience Information -- Sample Worksheets -- Transition -- Step 3: Analyze Audience -- Overview -- Instructions for Worksheet 3: Audience Analysis -- Sample Worksheets -- Transition -- Step 4: Analyze Existing Materials -- Overview -- Instructions for Worksheet 4 - Analyze Existing Materials -- Sample Worksheets -- Summary -- Identifying Motivational Goals and Tactics -- Forethoughts -- Introduction -- Step 5: List Objectives and Assessments.
Overview -- Instructions for Worksheet 5: List Objectives and Assessments -- Motivational Objectives -- Assessments -- Examples -- Summary -- Step 6: List Potential Tactics -- Overview -- Instructions for Worksheet 6: List Potential Tactics -- Sample Worksheets -- Transition -- Step 7: Select and Design Tactics -- Overview -- Instructions for Worksheet 7: Select and Design Tactics -- Sample Worksheets -- Summary -- Integrating Motivational and Instructional Strategies -- Forethought -- Introduction -- Step 8: Integrate with Instructional Design -- Overview -- Instructions for Worksheet 8 - Detailed Lesson Plan -- Example of a Detailed Lesson Plan -- Step 9: Select and Develop Materials -- Overview -- Instructions for Worksheet 9 - Select and Develop Materials -- Transition -- Step 10: Evaluation and Revision -- Overview -- Instructions for Worksheet 10 - Evaluation and Revision -- Summary -- Tools to Support Motivational Design -- Forethought -- Introduction -- Motivational Design Matrix: A Simplified Approach -- Introduction -- Application in Motivationally Adaptive Instruction -- Application in Distance Learning -- Motivational Idea Worksheet -- Introduction -- Instructions -- ARCS-Based Measures of Motivation -- Introduction -- Development Process -- Course Interest Survey -- Scoring -- CIS Internal Consistency (Reliability) Estimation -- CIS Situational Validity -- Instructional Materials Motivation Scale -- Scoring -- IMMS Internal Consistency (Reliability) Estimation -- IMMS Validity Test -- Status of the CIS and IMMS -- Motivational Tactics Checklist -- Introduction -- Instructions -- Motivational Delivery Checklist -- Introduction -- Instructions -- Summary -- Motivational Design Research and Development -- Forethoughts -- Introduction -- Motivational Messages -- Instructor-Facilitated Learning Environments.
Online Instructor-Facilitated Learning Environments -- Self-Directed Learning Environments -- Motivationally Adaptive Computer-Based Instruction -- Pedagogical Agents (Agent-Facilitated Computer-Based Instruction) -- Reusable Motivational Objects -- Motivational Design of Job Aids and Manuals -- Summary -- References -- Index.
Sammanfattning: Introducing the reader to the core concepts of motivation and motivational design, this volume applies this knowledge to the design process in a systematic, step-by-step format. It takes the theoretically robust ARCS model as the basis for its approach.
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Motivational Design for Learning and Performance -- Preface -- Purpose -- Background -- Organization -- Acknowledgments -- Contents -- Tables -- Figures -- The Study of Motivation -- Forethought -- Introduction -- What is Motivation? -- ARCS-V: An Expansion of the Traditional ARCS Model -- Conceptual Challenges in the Study of Motivation -- Affective vs. Cognitive Domain -- Trait vs. State -- Intrinsic Versus Extrinsic Motivation -- Summary -- What is Motivational Design? -- Forethought -- Introduction -- Characteristics of Design -- Motivational Design Models -- Person-Centered Models -- Environmentally Centered Models -- Interaction-Centered Models -- Omnibus Models -- Process Versus Models: Benefits of a Holistic, Systems Approach -- Design Challenges With Regard to Motivation -- Isolating and Defining the Motivational Problems -- Deciding Whether to Change the Person or the Environment -- The Limitations of Motivational Design -- Summary -- The Arcs Model of Motivational Design -- Forethoughts -- Introduction -- Categories of the ARCS Model -- Research Support -- Subcategories and Major Supporting Strategies -- Attention Getting Strategies -- Relevance Producing Strategies -- Confidence Building Strategies -- Satisfaction-Generating Strategies -- Relationships Among the Categories -- The Systematic Process of Motivational Design -- Motivational Design -- Audience Analysis -- Motivational Objectives -- Motivational Measures -- Motivational Strategy Design -- Development and Pilot Test -- Integration of Motivational Design and Instructional Design -- ARCS and ISD: Point-by-Point Comparisons -- Interface 1: Instructional Goals and Course Description -- Interface 2: Entry Behavior Characteristics and Audience Description -- Interface 3: Instructional Analysis and Audience Motivational Analysis.

Interface 4: Coordinating Instructional and Motivational Objectives -- Interfaces 5 and 6: Designing Instructional and Motivational Strategies -- Interface 7: Develop Instructional and Motivational Materials -- Interface 8: Evaluate and Revise -- Applying the Process -- Summary -- Generating and Sustaining Attention -- Forethought -- Introduction -- Psychological Basis for Attention -- Arousal Theory and Early Concepts -- Curiosity -- Conceptual Foundations of Curiosity -- Research on Curiosity -- Curiosity and Intelligence -- Curiosity and Learning -- Developmental Influences: Parental Attitudes and Schooling -- Curiosity and Creativity -- Curiosity, Tolerance for Ambiguity, and Perceptual Rigidity -- Curiosity, Self-Concept, and Anxiety -- Boredom -- Sensation Seeking -- Strategies for Attention and Curiosity -- A.1. Capture Interest -- A.2. Stimulate Inquiry -- A.3. Maintain Attention -- Variation in Format -- Variation in Style and Sequence -- Summary -- Establishing and Supporting Relevance -- Forethought -- Introduction -- What Is Meant By Relevance? -- Psychological Basis for Relevance -- Goal Choice -- Tolman: Purposive Behavior -- Lewin: Field Theory -- Motives -- Achievement, Affiliation, and Power -- Competence -- Future Orientation and Future Time Perspective -- Goal Orientation -- Interest -- Intrinsic Motivation -- Flow -- Transition -- Strategies for Relevance -- R.1. Relate to Goals -- Present Worth -- Future Value -- An Example -- R.2. Match Interests -- Basic Motive Stimulation -- Role Models -- R.3. Tie to Experiences -- Connection to Previous Experience -- Options for Individualization -- Summary -- Building Confidence -- Forethoughts -- Introduction -- Psychological Basis for Confidence -- Locus of Control -- Origin-Pawn Theory -- Self-Efficacy -- Effects of Self-Efficacy -- Attribution Theory -- Self-Fulfilling Prophecy.

Teacher (Manager) Self-Efficacy -- Learned Helplessness -- Learned Optimism -- Ability Beliefs -- Transition -- Strategies for Building Confidence -- C.1. Success Expectations -- C.2. Success Opportunities -- Challenge Level -- Restructure for Success -- C.3. Personal Responsibility -- A Confidence Booster -- Summary -- Managing Outcomes for Satisfaction -- Forethought -- Introduction -- Psychological Basis for Satisfaction -- Reinforcement and Conditioning -- Classical Conditioning -- Operant Conditioning -- Token Reinforcement Systems -- Relationship Between Extrinsic Reinforcement and Intrinsic Motivation -- Cognitive Evaluation and Satisfaction -- Cognitive Dissonance -- Balance Theory -- Equity Theory -- Transition -- Strategies to Promote Feelings of Satisfaction -- S.1. Intrinsic Satisfaction -- Positive Recognition -- Continuing Motivation -- S.2. Rewarding Outcomes -- Pleasant Surprises -- S.3. Fair Treatment -- Summary -- Identifying Motivational Problems -- Forethought -- Introduction: Beginning the Design Process -- Step 1: Obtain Course Information -- Overview -- Instructions for Worksheet 1: Obtain Course Information -- Description of Content and Conditions -- Curriculum Rationale -- Context -- Instructor Information (This Section Applies to Instructor-Facilitated Courses) -- Sample Worksheets -- Transition -- Step 2: Obtain Audience Information -- Overview -- Instructions for Worksheet 2: Obtain Audience Information -- Sample Worksheets -- Transition -- Step 3: Analyze Audience -- Overview -- Instructions for Worksheet 3: Audience Analysis -- Sample Worksheets -- Transition -- Step 4: Analyze Existing Materials -- Overview -- Instructions for Worksheet 4 - Analyze Existing Materials -- Sample Worksheets -- Summary -- Identifying Motivational Goals and Tactics -- Forethoughts -- Introduction -- Step 5: List Objectives and Assessments.

Overview -- Instructions for Worksheet 5: List Objectives and Assessments -- Motivational Objectives -- Assessments -- Examples -- Summary -- Step 6: List Potential Tactics -- Overview -- Instructions for Worksheet 6: List Potential Tactics -- Sample Worksheets -- Transition -- Step 7: Select and Design Tactics -- Overview -- Instructions for Worksheet 7: Select and Design Tactics -- Sample Worksheets -- Summary -- Integrating Motivational and Instructional Strategies -- Forethought -- Introduction -- Step 8: Integrate with Instructional Design -- Overview -- Instructions for Worksheet 8 - Detailed Lesson Plan -- Example of a Detailed Lesson Plan -- Step 9: Select and Develop Materials -- Overview -- Instructions for Worksheet 9 - Select and Develop Materials -- Transition -- Step 10: Evaluation and Revision -- Overview -- Instructions for Worksheet 10 - Evaluation and Revision -- Summary -- Tools to Support Motivational Design -- Forethought -- Introduction -- Motivational Design Matrix: A Simplified Approach -- Introduction -- Application in Motivationally Adaptive Instruction -- Application in Distance Learning -- Motivational Idea Worksheet -- Introduction -- Instructions -- ARCS-Based Measures of Motivation -- Introduction -- Development Process -- Course Interest Survey -- Scoring -- CIS Internal Consistency (Reliability) Estimation -- CIS Situational Validity -- Instructional Materials Motivation Scale -- Scoring -- IMMS Internal Consistency (Reliability) Estimation -- IMMS Validity Test -- Status of the CIS and IMMS -- Motivational Tactics Checklist -- Introduction -- Instructions -- Motivational Delivery Checklist -- Introduction -- Instructions -- Summary -- Motivational Design Research and Development -- Forethoughts -- Introduction -- Motivational Messages -- Instructor-Facilitated Learning Environments.

Online Instructor-Facilitated Learning Environments -- Self-Directed Learning Environments -- Motivationally Adaptive Computer-Based Instruction -- Pedagogical Agents (Agent-Facilitated Computer-Based Instruction) -- Reusable Motivational Objects -- Motivational Design of Job Aids and Manuals -- Summary -- References -- Index.

Introducing the reader to the core concepts of motivation and motivational design, this volume applies this knowledge to the design process in a systematic, step-by-step format. It takes the theoretically robust ARCS model as the basis for its approach.

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