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From concepts of motivation to its application in instructional design: Reconsidering motivation from an instructional design perspective
Author(s) -
Cheng YiChia,
Yeh HsinTe
Publication year - 2009
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/j.1467-8535.2008.00857.x
Subject(s) - goal theory , perspective (graphical) , instructional design , intrinsic motivation , psychology , self determination theory , motivation to learn , field (mathematics) , process (computing) , motivation theory , mathematics education , knowledge management , computer science , social psychology , autonomy , mathematics , artificial intelligence , political science , pure mathematics , law , operating system
This paper explores the concepts of motivation, including extrinsic motivation and intrinsic motivation. It describes how motivation becomes a major concern in the field of instructional design (ID). Furthermore, a motivation model—the ARCS model—is identified and discussed. Finally, it provides an example of how to apply the motivational design process in ID. The aim of this paper is to facilitate a deeper understanding of motivation and to inform professionals about its importance in learning