Abstract
One need not visit many classes to discover some students not sufficiently energized to do the work necessary to learn. Many of these same students, however, immerse themselves in complex computerized mystery/adventure games, becoming so engaged by the experience they lose track of time. Designers invest much of their energy in trying to figure out how to make instructional software comparably engaging. This article explores learner motivation's role by considering engagement through the lens of energy physics; in this case, as exemplified by bobsledding. Principles of good bobsled course design are matched to good practices in designing instructional software.
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