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

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Educational Technology Research and Development Volume 49, Number 2, ISSN 1042-1629

Abstract

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 also illustrate that the ARCS (attention, relevance, confidence, satisfaction) model can be useful and effective in support of designing for these dynamic aspects of motivation. (Contains 51 references.) (AEF)

Citation

Song, S.H. & Keller, J.M. (2001). Effectiveness of Motivationally Adaptive Computer-Assisted Instruction on the Dynamic Aspects of Motivation. Educational Technology Research and Development, 49(2), 5-22. Retrieved October 16, 2019 from .

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