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Validation of the Instructional Materials Motivation Survey ( IMMS ) in a self‐directed instructional setting aimed at working with technology
Author(s) -
Loorbach Nicole,
Peters Oscar,
Karreman Joyce,
Steehouder Michaël
Publication year - 2015
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/bjet.12138
Subject(s) - relevance (law) , situational ethics , structural equation modeling , instructional design , psychology , measure (data warehouse) , computer science , mathematics education , applied psychology , social psychology , database , machine learning , political science , law
The ARCS Model of Motivational Design has been used myriad times to design motivational instructions that focus on attention, relevance, confidence and satisfaction in order to motivate students. The Instructional Materials Motivation Survey ( IMMS ) is a 36‐item situational measure of people's reactions to instructional materials in the light of the ARCS model. Although the IMMS has been used often, both as a pretest and a posttest tool serving as either a motivational needs assessment prior to instruction or a measure of people's reactions to instructional materials afterward, the IMMS so far has not been validated extensively, taking statistical and theoretical aspects of the survey into account. This paper describes such an extensive validation study, for which the IMMS was used in a self‐directed instructional setting aimed at working with technology (a cellular telephone). Results of structural equation modeling show that the IMMS can be reduced to 12 items. This Reduced Instructional Materials Motivation Survey IMMS ( RIMMS ) is preferred over the original IMMS . The parsimonious RIMMS measures the four constructs attention, relevance, confidence and satisfaction of the ARCS model well, and reflects its conditional nature.