Search results for author:"John M. Keller"
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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...
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...
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...
The Effects of High-Structure Cooperative versus Low-Structure Collaborative Design of Decision Change, Critical Thinking, and Interaction Pattern during Online Debates
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,...
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...
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...
The Clinical Use of Motivational Messages: An Inquiry into the Validity of the ARCS Model of Motivational Design
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...
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...
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...
Effectiveness of Motivationally Adaptive Computer-Assisted Instruction on the Dynamic Aspects of Motivation
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...
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)
Influence of Student Ability, Locus of Control, and Type of Instructional Control on Performance and Confidence
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...
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,...
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....
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...