From the ERIC database

The Influence of Designer and Contextual Variables on the Incorporation of Motivational Components to Instructional Design and the Perceived Success of a Project.

Shellnut, Bonnie J.

Download or Open the full article in PDF format: 333 KB

Abstract: This study investigated designer background characteristics and contextual variables that were hypothesized to influence the incorporation of motivational components in the design of instructional materials, as well as the factors that may affect the perceived level of a project's success. A hypothesized model was developed that depicted anticipated relationships (based on the literature) among the variable sets. Of the 500 questionnaires mailed to instructional design practitioners, 201 valid responses were returned. Stepwise multiple linear regression analyses and path analysis techniques were used to examine the following variables and test the hypothesized model: designer background; designer attitude toward motivation; instructional context; use of core ISD (Instructional Systems Design) elements; incorporation of motivation design components (analysis, attention, relevance, confidence, and satisfaction); and perceived level of the project's success. A revised model was developed from the results. The study found that certain background and contextual variables influence the incorporation of motivation design components and that certain factors in the hypothesized model have a significant relationship to the perceived level of success of a project. (Contains 34 references.) (Author/MES)

Title: The Influence of Designer and Contextual Variables on the Incorporation of Motivational Components to Instructional Design and the Perceived Success of a Project.
Author: Shellnut, Bonnie J.
Note: In: Proceedings of Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology {AECT} (21st, Houston, TX, February 10-14, 1999); see IR 019 753.
Publication Year: February 1999
Document Type: Reports--research (143); Speeches/meeting Papers (150)
Target Audience: Media Staff and Practitioners and Students
ERIC Identifier: ED436180
Clearinghouse Identifier: IR019805