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Instructional Design Principles Towards Intrinsic Motivation PROCEEDINGS

, University of Calgary, Canada

EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

It is well accepted in the literature that the motivation to learn should be intrinsic. This presentation introduces a new perspective of Intrinsic Motivation that takes into account the nature of imposed content of the school's curriculum by claiming that content can be presented in an intrinsically motivating manner. This claim will be supported by the description of the design methodology behind a highly motivating, multi-user, learning environment. The governing motivation inducing principles behind the instructional design methodology proposed here are all well tested and supported as very high in their motivation inducing energy and were combined into a game-like learning environment that is being used for the past 12 years and run on over 100,000 learners. The overwhelming success of the learning environment could be translated into instructional design principles that could be applied to and topic for any age and curriculum.

Citation

Yaniv, H. (2005). Instructional Design Principles Towards Intrinsic Motivation. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1084-1090). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 16, 2018 from .

Keywords

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Cited By

  1. Engagement and Social Presence in a Virtual Worlds (Second Life) Learning Environment

    Miri Shonfeld, Kibbutzim College of Education and Mofet Institute, Israel; Pual Resta, University of Texas, United States; Hanan Yaniv, Calgary University, Canada

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 740–745

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