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This paper focuses on how cognitive and motivational factors affected learners’ comprehension of the instructions used in educational material for disaster prevention as well as their recognition. Based on a proposed double assessment model, we first classified the instructions in the learning material into the three types, knowledge-based (K), rulebased(R), and skill-based (S) instructions, based on Rasmussen’s model. Subsequently, students were asked to assess the learning material using the five motivational factors of Keller’s ARCS-V model. Students’ degrees of comprehension and recognition of the contents for each type of SRK were then assessed. We then investigated the extent of the motivational factors along with their correlation to the degree of comprehension and recognition for each cognitive type. The results showed that the extent of the motivational factors largely differed according to the cognitive type of instructions, while these factors did not influence the degree of comprehension, especially in skill-based instructions. The motivational factors of ‘volition’, and ‘confidence’ had a strong and marginal effect respectively on the degree of recognition only in the case of rule-based instructions. These findings provide important suggestions for improving disaster educational programs in which increased motivational factors would adequately contribute to improved learning performances in versatile cognitive types.

international journal for cross-disciplinary subjects in education

Analyses of the Comprehension and Recognition of the Instructions in Educational Material for Disaster Prevention using an Assessment Model based on Cognitive and Motivational Factors