Motivational Measure of the Instruction Compared: Instruction Based on the ARCS Motivation Theory versus Traditional Instruction in Blended Courses

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Colakoglu, O.M. & Akdemir, O. (2008). Motivational Measure of the Instruction Compared: Instruction Based on the ARCS Motivation Theory versus Traditional Instruction in Blended Courses. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 48-53). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/28375.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2008
Vienna, Austria
June 30, 2008
ISBN 1-880094-65-7
  Joseph Luca & Edgar R. Weippl
AACE

More Information on EDMEDIA
Table of Contents

Authors

Ozgur M. Colakoglu, Omur Akdemir, Zonguldak Karaelmas University, Turkey

Abstract

ARCS Motivation Theory was proposed to guide instructional designers and teachers who develop their own instruction to integrate motivational design strategies into the instruction. The purpose of this study was to compare the motivational evaluation of instructional materials between blended courses developed based on the ARCS Motivation Theory and blended courses developed following the regular instructional design procedure. The study was conducted with randomly assigned fifty junior undergraduate students studying at the department of Turkish Language and Literature. Motivation Measure for the Blended Course Instruction (MMBCI) instrument was used to collect data for the study after the Confirmatory Factor Analysis (CFA). Results of the study indicated that designing instruction in blended courses based on the ARCS Motivation Theory provides more benefits for students in terms of motivation.

Keywords

• Students
• Instructional Design
• Instructional Materials

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