Motivational and Volitional Email Messages (MVEM) as a Change Agent to Facilitate Preservice Teachers' Technology Integration

ChanMin Kim; John Keller

World Conference on Educational Media and Technology 2006 (June 2006) pp. 290–298

This paper provides a framework for the use of motivational and volitional email messages (MVEM) to facilitate preservice teachers' technology integration. This paper attempts to search for practical suggestions for overcoming second-order barriers...

Topics: Teachers, Integration

Clearinghouse Portal: Building an Electronic Network for P-16 Educators for Evidence-based Practices

Brian Reid; John Keller

Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) p. 2651

The P-16 Clearinghouse for Evidence-Based Practices was created to provide an unbiased source for disseminating and supporting the use of research-based practices on learning and school reform. One of the key features of this reform strategy will be ...

Topics: Teachers, Schools

First Principles of Motivation to Learn and e[superscript 3]-Learning

John M. Keller

Distance Education Vol. 29, No. 2 (August 2008) pp. 175–185

Technology-assisted learning systems are being developed at ever increasing rates, and the labels applied to such systems are growing with them. For example, not only do we have e-learning, but we also have hybrid learning, online learning, and...

Using the ARCS Motivational Process in Computer-Based Instruction and Distance Education

John M. Keller

New Directions for Teaching and Learning Vol. 78 (1999) pp. 39–47

The ARCS (attention/relevance/confidence/satisfaction) model of motivational design provides a systematic seven-step approach to incorporating motivational tactics into instruction. Application of the ARCS model to computer-based instruction and...

Volitional Aspects of Multimedia Learning

Markus Deimann; John Keller

Journal of Educational Multimedia and Hypermedia Vol. 15, No. 2 (April 2006) pp. 137–158

Research on multimedia learning has produced a vast body of findings which, however, are not yet being integrated into a comprehensive framework of reference. For a considerable time, cognitive centered approaches have dominated the literature....

Topics: Instructional Design, research, online learning, Multimedia, hypermedia, Research Methods, Social Sciences, Computer-Based Training, psychology, Educational multimedia

Motivation in Cyber Learning Environments

John M. Keller

International Journal of Educational Telecommunications Vol. 1, No. 1 (1995) pp. 7–30

Addresses issues associated with motivating students to learn in cyber learning environments; reviews the ARCS model as a basis for systematic motivational design; describes a simplified motivational design; and discusses motivationally-adaptive...

Towards Technology Integration: The Impact of Motivational and Volitional Email Messages

ChanMin Kim; John M. Keller

Educational Technology Research and Development Vol. 59, No. 1 (February 2011) pp. 91–111

The purpose of this study was to determine the effects of motivational and volitional email messages (MVEM) on preservice teachers' motivation, volition, performance, and their attitudes toward technology integration. Each of four sections in an...

Use of the ARCS model in education: A literature review

Kun Li; John M. Keller

Computers & Education Vol. 122, No. 1 (July 2018) pp. 54–62

This article reviews empirical research on applying the Attention, Relevance, Confidence, and Satisfaction (ARCS) model to real educational settings, including computer-based learning approaches. This review focuses on three aspects: (1) how the...

Language: English

The Clinical Use of Motivational Messages: An Inquiry into the Validity of the ARCS Model of Motivational Design

Jan Visser; John M. Keller

Instructional Science: An International Journal of the Learning Sciences Vol. 19, No. 6 (1990) pp. 467–500

Describes a study that was designed to test the clinical use of motivational messages, based on the ARCS (Attention, Relevance, Confidence, and Satisfaction) model, in a staff development course for professionals in the Mozambique Ministry of...

The Effects of High-Structure Cooperative versus Low-Structure Collaborative Design of Decision Change, Critical Thinking, and Interaction Pattern during Online Debates

Sunyoung Joung; John M. Keller

Association for Educational Communications and Technology Annual Meeting 2004 (October 2005)

The terms "cooperative" and "collaborative" are sometimes used interchangeably in reference to group learning activities in classrooms and in online settings. However, they can be viewed as differing in terms of characteristics such as pre-structure,...

A Model for Motivationally Adaptive Computer-Assisted Instruction

Hermann Astleitner; John M. Keller

Journal of Research on Computing in Education Vol. 27, No. 3 (1995) pp. 270–80

Examines the need to match teaching processes to cognitive aspects of learning and motivational dynamics of learners within the context of computer assisted instruction (CAI). Discusses how theories and empirical findings of research on motivation...

Learner Motivation and E-Learning Design: A Multinationally Validated Process

John M. Keller; Katsuaki Suzuki

Journal of Educational Media Vol. 29, No. 3 (October 2004) pp. 229–239

A general model for motivational design of instruction is described and reviewed in terms of its application to E-learning contexts. Following a description of what is meant by E-learning environments and an overview of the four category model and...

Influence of Student Ability, Locus of Control, and Type of Instructional Control on Performance and Confidence

James D. Klein; John M. Keller

Journal of Educational Research Vol. 83, No. 3 (1990) pp. 140–46

This study (N=75) examined the effects of student ability, locus of control, and type of instructional control on performance and the motivational outcome of confidence. Results indicated that student ability and locus of control significantly...

What Happens when Accountability Meets Technology Integration

John B. Keller; Barbara A. Bichelmeyer

TechTrends: Linking Research and Practice to Improve Learning Vol. 48, No. 3 (2004) pp. 17–24

The "No Child Left Behind Act" continues to provide a centerpiece for educational discussions. This federal policy has been the object of praise and criticism and has brought standards-based reform into focus for the nation. In this paper the...

Effectiveness of Motivationally Adaptive Computer-Assisted Instruction on the Dynamic Aspects of Motivation

Sang H. Song; John M. Keller

Educational Technology Research and Development Vol. 49, No. 2 (2001) pp. 5–22

Examines the effects of a prototype of motivationally-adaptive computer-assisted instruction (CAI). Findings indicate CAI can be designed to be motivationally adaptive to respond to changes in learner motivation that may occur over time. Results...

Developing an Objective Measure of Academic Motivation

Dean R. Spitzer; John M. Keller

Educational Technology Vol. 18, No. 6 (1978) pp. 26–30

Describes the Motivational Style Questionnaire, an 80-item, three-factor (locus of control, social need, and achievement motivation) instrument, designed to measure student motivation objectively. (RAO)

An Innovative Excel Application to Improve Exam Reliability in Marketing Courses

Christopher M. Keller; John F. Kros

Marketing Education Review Vol. 21, No. 1 (2011) pp. 21–27

Measures of survey reliability are commonly addressed in marketing courses. One statistic of reliability is "Cronbach's alpha." This paper presents an application of survey reliability as a reflexive application of multiple-choice exam validation....

The ARCS Model for Developing Motivationally-Adaptive Computer-Assisted Instruction

Sang H. Song; John M. Keller

Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology [AECT] 1999 (February 1999)

This study examined the effects of a prototype of motivationally-adaptive CAI (Computer Assisted Instruction), developed in accordance with the ARCS (Attention, Relevance, Confidence, Satisfaction) model of motivational design, on achievement,...

Lessons Learned through Design of an Online Learning Environment for K-12 Science Teachers

Adrienne Gauthier; John Keller; Mable Kinzie; Timothy Slater; Michelle Thaller

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 978–979

Invisible Universe Online is an Internet-delivered distance-learning course for secondary science teachers which focuses on astronomical origins and multiwavelength astronomy. Developed through support from NASA's Stratospheric Observatory for...

Topics: Distance Education, Teachers, Secondary Education

Developing a Web-based Tool for Systematic Motivational Design

Kyujung Han; Sanghoon Park; John Keller; Kiwoon Park

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 2841–2844

Keller's motivational design process based on his ARCS model has been widely employed to design highly motivated learning environments. In the classroom, especially, ARCS motivational design process has been used to help teachers create practical...

Topics: Teachers, Instructional Design, Elementary Education, Educational Technology, Instructional Materials

The TICKIT to Teacher Learning: Designing Professional Development According to Situative Principles

John B. Keller; Curtis J. Bonk; Khe Hew

Journal of Educational Computing Research Vol. 32, No. 4 (2005) pp. 329–340

Professional development that leads to change in teacher practice is hard to find, especially professional development focused on technology integration. The Teacher Institute for Curriculum Knowledge about the Integration of Technology (TICKIT)...

Clearinghouse Portal: Building an Electronic Network for P-16 Educators on Evidence-based Practices

Brian Reid; Mary Jo Rattermann; John Keller; Nancy Connor; James Aldridge

Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 2442–2447

Educational excellence is a widely held but elusive goal. Communities in Indiana face an increasingly complex array of challenges on this front from expanded cultural diversity and student needs to lean economic times, to heightened scrutiny and...

Anhedonia Predicts Poorer Recovery among Youth with Selective Serotonin Reuptake Inhibitor Treatment-Resistant Depression

Dana L. McMakin; Thomas M. Olino; Giovanna Porta; Laura J. Dietz; Graham Emslie; Gregory Clarke; Karen Dineen Wagner; Joan R. Asarnow; Neal D. Ryan; Boris Birmaher; Wael Shamseddeen; Taryn Mayes; Betsy Kennard; Anthony Spirito; Martin Keller; Frances L. Lynch; John F. Dickerson; David A. Brent

Journal of the American Academy of Child & Adolescent Psychiatry Vol. 51, No. 4 (April 2012) pp. 404–411

Objective: To identify symptom dimensions of depression that predict recovery among selective serotonin reuptake inhibitor (SSRI) treatment-resistant adolescents undergoing second-step treatment. Method: The Treatment of Resistant Depression in...