piulinho

 
The goal of this study was to develop the research basics for identifying
individual differences in multimedia learning and motivation. Within this
study, the effects of implementing motivational design of instruction within
multimedia-based learning were tested. Motivational design of instruction
was related to the ARCS-model and resulted in using instructional strategies
for increasing attention and relevance of the learning material. In addition,
an aptitude-treatment-interaction (ATI)-approach was developed which
connected motivational design of instruction to mental resources
management, motivational processing, pre-motivation, motivation to learn,
and knowledge acquisition. For testing the theoretical assumptions, there
were four types of a multimedia-based instructional system implemented:
One instructional system had no ARCS strategies, one had attention
strategies, another had relevance strategies, and one finally had both
attention and relevance strategies. Four groups of elementary school
students (n = 68) had to learn with the different instructional systems. The
effects of learning with these instructional systems were measured on
motivation to learn and on knowledge acquisition. Pre-motivation (outcome-
valences), pre-knowledge, and cognitive load represented aptitude- and
process-variables. Results indicated that a combination of both attention
and relevance strategies improved motivation to learn, especially for those
students with low levels of pre-motivation. Pre-knowledge increased and
cognitive load decreased knowledge acquisition. Finally, open research questions and methodological aspects are outlined. In addition, suggestions
for the design of instructional multimedia are given.