British Journal of Educational Technology Volume 46, Number 1, ISSN 0007-1013 e-ISSN 0007-1013 Publisher: Wiley
The ARCS Model of Motivational Design has been used myriad times to design motivational instructions that focus on attention, relevance, confidence and satisfaction in order to motivate students. The Instructional Materials Motivation Survey (IMMS) is a 36-item situational measure of people's reactions to instructional materials in the light of the ARCS model. Although the IMMS has been used often, both as a pretest and a posttest tool serving as either a motivational needs assessment prior to instruction or a measure of people's reactions to instructional materials afterward, the IMMS so far has not been validated extensively, taking statistical and theoretical aspects of the survey into account. This paper describes such an extensive validation study, for which the IMMS was used in a self-directed instructional setting aimed at working with technology (a cellular telephone). Results of structural equation modeling show that the IMMS can be reduced to 12 items. This Reduced Instructional Materials Motivation Survey IMMS (RIMMS) is preferred over the original IMMS. The parsimonious RIMMS measures the four constructs attention, relevance, confidence and satisfaction of the ARCS model well, and reflects its conditional nature.
Loorbach, N., Peters, O., Karreman, J. & Steehouder, M. (2015). Validation of the Instructional Materials Motivation Survey (IMMS) in a self-directed instructional setting aimed at working with technology. British Journal of Educational Technology, 46(1), 204-218. Wiley. Retrieved March 22, 2019 from https://www.learntechlib.org/p/150784/.
Leonardo Caporarello, Bocconi University, and SDA Bocconi School of Management, Italy; Federica Cirulli & Paolo Bonaiuti, Bocconi University, BUILT Bocconi University Innovations in Learning and Teaching, Italy
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 1449–1461
Do Anonymity and Choice of Role help to Motivate and Engage Higher Education Students in Multiplayer Online Role Play Simulation Games?
Roni Linser, Open University of Israel, Israel; Gila Kurtz, Holon Institute of Technology, Israel
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1506–1513
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