Instructional Materials Motivation Survey Research Articles

Dispositivos móviles y realidad aumentada en el aprendizaje del alumnado universitario

Augmented Reality is an emerging technology having more and more influence on teaching. Together with it, mobile technology is drawn as one of the most effective pairing to support a meaningful and omnipresent learning. However, for it to be able to work with validity, the student must be motivated to use them during the training process, so that the learning process can work with validity. By means of the application of the Instructional Material Motivational Survey by Keller (1983), we have tried to determine the degree of motivation that students, from the Degree of Pedagogy at Seville University (N=148), have about the usage in the classroom of notes enriched through Augmented Reality and available in mobile devices. Through an application designed exclusively for the subject, it has been valued in a positive way by the students who participate in this research. Moreover, we can highlight that the main finding achieved has been the narrow relationship between the students' motivation to use the enriched notes and the degree of success in the subject when using them. Likewise, we can confirm that Augmented Reality benefits the learning process. Therefore, we conclude the validity and viability of such a paring related to the achievement of an improvement in the students' learning results.

La utilización de objetos de aprendizaje en Realidad Aumentada en la enseñanza de la medicina

La Realidad Aumentada (RA) se configura como una tecnología de gran potencial en la formación universitaria, ofreciendo la posibilidad de combinar la información digital con la física en tiempo real a través de diferentes dispositivos tecnológicos (Tablet, smartphones, gafas,…). Nuestro estudio, perseguía un doble objetivo, por una parte conocer el grado de motivación que la utilización de objetos en formato RA despierta en los alumnos de medicina y por otra analizar si el género de los alumnos afecta positivamente en el grado de motivación mostrada. Para el análisis de la motivación despertada en los alumnos por la experiencia realizada con los objetos de RA elaborados se utilizó un cuestionario elaborado por Keller (2010), el “Instructional Material Motivational Survey” (IMMS). La muestra del estudio estuvo formada por alumnos de primer curso del Grado de Medicina de la Universidad de Sevilla (España), que cursaban la asignatura de “Anatomía Humana I”. Podemos destacar que la experiencia realizada llamó la atención de los alumnos, y que el material les despertó la curiosidad ayudándoles a mantener la atención y disfrutando por lo general con la experiencia realizada a la vez que el contenido del material presentado era relevante para sus intereses. Del estudio podemos sacar las siguientes conclusiones: El instrumento de diagnóstico se presenta como un buen predictor para explicar la motivación, atención, confianza, relevancia y satisfacción que despierta la interacción con los objetos de RA. La RA se presenta como una tecnología de gran utilidad para el aprendizaje de los alumnos de medicina, su incorporación a la enseñanza es fácil y el género de los estudiantes no determina el grado de aceptación que tienen de la RA.

Motivation in computer-assisted instruction.

Computer-aided instruction (CAI) is defined as instruction in which computers play a central role as the means of information delivery and direct interaction with learners. Computer-aided instruction has become mainstream in medical school curricula. For example, a three-dimensional (3D) computer module of the larynx has been created to teach laryngeal anatomy. Although the novelty and educational potential of CAI has garnered much attention, these new technologies have been plagued with low utilization rates. Several experts attribute this problem to lack of motivation in students. Motivation is defined as the desire and action toward goal-oriented behavior. Psychologist Dr. John Keller developed the ARCS theory of motivational learning, which proposed four components: attention (A), relevance (R), concentration (C), and satisfaction (S). Keller believed that motivation is not only an innate characteristic of the pupil; it can also be influenced by external factors, such as the instructional design of the curriculum. Thus, understanding motivation is an important step to designing CAI appropriately. Keller also developed a 36-item validated instrument called the Instructional Materials Motivation Survey (IMMS) to measure motivation. The objective of this study was to study motivation in CAI. Medical students learning anatomy with the 3D computer module will have higher laryngeal anatomy test scores and higher IMMS motivation scores. Higher anatomy test scores will be positively associated with higher IMMS scores. Prospective, randomized, controlled trial. After obtaining institutional review board approval, 100 medical students (mean age 25.5 ± 2.5, 49% male) were randomized to either the 3D computer module (n = 49) or written text (n = 51). Information content was identical in both arms. Students were given 30 minutes to study laryngeal anatomy and then completed the laryngeal anatomy test and IMMS. Students were categorized as either junior (year 1 and 2) or senior (year 3 and 4). There were no significant differences in anatomy scores based on educational modality. There was significant interaction of educational modality by year [F(1,96) = 4.12, P = 0.045, ω(2) = 0.031]. For the total score, there was a significant effect of year [F(1,96) = 22.28, P < 0.001, ω(2) = 0.178], with seniors (15.4 ± 2.6) scoring significantly higher than juniors (12.8 ± 3.1). For the motivational score, the total IMMS score had two significant effects. With educational modality [F(1,96) = 5.18, P = 0.025, ω(2) = 0.041], the 3D group (12.4 ± 2.8) scored significantly higher than the written text group (11.7 ± 3.2). With year [F(1,96) = 25.31, P < 0.001, ω(2) = 0.198], seniors (13.4 ± 3.0) scored significantly higher than juniors (10.8 ± 2.5). Pearson's correlation showed positive associations (r = 0.22-0.91) between anatomy scores and IMMS motivation scores (P < 0.05). Computer-aided instruction conferred no measurable educational benefit over traditional written text in medical students; however, CAI was associated with higher motivational levels. Computer-aided instruction was found to have a greater positive impact on senior medical students with higher anatomy and motivational scores. Higher anatomy scores were positively associated with higher motivational scores. Computer-aided instruction may be better targeted toward senior students. N/A. Laryngoscope, 126:S5-S13, 2016.

The impact of reflective thinking activities in e-learning: A critical review of the empirical research

The purpose of this study is to reveal the impact of e-learning environments supported with reflective thinking activities on students’ academic success, social presence perception and on their motivation. Experimental design with pretest-posttest control group was used in the study. Three different learning environment were compared within the scope of the study. Students in Study Group I completed the experimental process using the podcasts supported with reflective thinking activities whilst students in Study Group II completed the process using podcasts which were not supported with reflective thinking activities and students in Study Group III completed the experimental process using web-based videos. The study was carried out for 6 weeks on 103 students studying in a distance education programme of a university. Both qualitative and quantitative data collection techniques were used; and the data was collected using achievement test, social presence perception scale, Instructional Materials Motivation Survey and student opinion identification form. The results of the study revealed that use of podcasts supported with reflective activities were more efficient in ensuring post-test success and motivation, compared to others. In terms of social presence perception, on the other hand, there was no significant difference between study groups. Based on the results of qualitative data analysis, recommendations were made on how to use reflective thinking activities in e-learning environment designs and on how to utilize podcast technology.

Impact on Student Motivation by Using a QR-Based U-Learning Material Production System to Create Authentic Learning Experiences

This study developed a QR-based U-Learning Material Production System (QR-ULMPS) that provides teachers with an education tool to motivate college level students enrolled in a liberal arts course. QR-ULMPS was specifically designed to support the development of u-learning materials and create an engaging context-aware u-learning environment for students. A quasi-experimental research design was used to evaluate the overall effectiveness of QR-ULMPS; the Unified Theory of Acceptance and Use of Technology (UTAUT) assessed the feasibility of using QR-ULMPS to implement teaching activities; while the Instructional Materials Motivation Survey (IMMS) was used to measure the students’ learning motivation after using the proposed u-learning system. From the results of the UTAUT questionnaire, we found that teachers rated the system postively and were willing to accept and adopt QR-ULMPS into their course content. Teachers also agreed that QR-ULMPS was a useful tool to motivate students’ learning during outdoor teaching activities. Moreover, results of the IMMS questionnaire indicated that students assigned to the proposed u-learning system achieved better results than participants learning via conventional methods. We believe that the proposed u-learning system is advantageous because it enhances student motivation and allows for higher levels of engagement, particularly during outdoor learning activities. Thus, we conclude that the proposed u-learning system can create a learning experience that both interests and engages students. Although QR-ULMPS is not mature enough to be used across a sundry of educational domains, it provides an innovative opportunity for teachers to integrate a novel teaching methodology that challenges traditional educational norms.

Impact of Using an Educational Robot-Based Learning System on Students’ Motivation in Elementary Education

Educational robotics has been regarded as an effective instructional tool over the past decade. Many studies have tested the role of robots in supporting educational classroom activities. However, reliable empirical evidence confirming the effectiveness of educational robots remains limited. Therefore, this study developed an educational robot-based learning system that provides an attractive teaching application that combines multimedia objects with an educational robot. This study examined the impact of the proposed learning system on student learning performance and motivation. The four-stage experimental procedure involved a pre-test, post-test, learning activities, and questionnaire survey. The participants comprised one homeroom teacher and 52 second-grade students from two classes at an elementary school in Taiwan. All of the students were assigned to use either the proposed learning system or a PowerPoint-based learning system. The pre-test and post-test results show that the proposed learning system improved student performance more than the PowerPoint-based learning system did. A questionnaire based on the Instructional Materials Motivation Survey (IMMS) was employed to measure four motivational factors (attention, relevance, confidence, and satisfaction). The IMMS survey results show that satisfaction and relevance were the highest rated motivational factors among students who used the proposed learning system. The experimental results indicate that the students were motivated to use the educational robot-based learning system. Thus, using educational robot-based learning systems in classrooms demonstrates a significant advantage for students, by improving overall learning interest and motivation.

Validation of the Instructional Materials Motivation Survey (IMMS) in a self‐directed instructional setting aimed at working with technology

AbstractThe 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.

Impact of an augmented reality system on students' motivation for a visual art course

In this paper, the authors show that augmented reality technology has a positive impact on the motivation of middle-school students. The Instructional Materials Motivation Survey (IMMS) (Keller, 20...

Designing a robot teaching assistant for enhancing and sustaining learning motivation

Although many researchers have pointed out that educational robots can stimulate learners’ learning motivation, the learning motivation will be hardly sustained and rapidly decreased over time if the amusement and interaction merely come from the new technology itself without incorporating instructional strategies. Many researchers have identified that the sustainability of the learning motivation is closely related to the instructional strategies. Accordingly, learners must be well guided by suitable instructional strategies to enhance and sustain their learning motivation. In other words, suitable instructional strategies are required even if introducing educational robots to learners can stimulate learning motivation at the beginning of learning activities. Literature also suggests that systematic instructional strategies can be designed with the use of the Attention, Relevance, Confidence, and Satisfaction (ARCS) model. As the rapid development of robotics, it has become feasible to apply the educational robot for enhancing learning. A robot teaching assistant (RTA) was designed to enhance and sustain learning motivation for the learning of English reading skills. A quasi-experimental design and the Instructional Material Motivational Survey questionnaire were used for data collection and evaluation. The findings showed that the design of the RTA-based learning activities guided by the ARCS model for learning English reading skills can significantly improve learners’ learning motivation, learning performance, and continuance intention.

Examining the Relationship Between Emotional Intelligence and Hospitality Student Attitudes toward E-learning

Research suggests that emotions and emotional intelligence are related to student motivation. Additionally, instructional design is known to influence student attitudes and subsequent content engagement; therefore, this study examined the relationship between students' attitudes towards E-learning and their emotional intelligence. The emotional intelligence of 33 postsecondary hospitality students was assessed using Bar-On's EQ-i:S. Students were then directed to a computer-based lesson. Upon completion, student attitudes towards the computer-based delivery were assessed using Keller's Instructional Material Motivation Survey. Pre-and post-tests were performed to assess knowledge gain. In general, as students' ESI increased, their attitude towards the computer-based instruction also increased. Students with average-high ESI expressed significantly more positive attitudes towards the instruction than those with low-average ESI.

Impact of an augmented reality system on students' motivation for a visual art course

In this paper, the authors show that augmented reality technology has a positive impact on the motivation of middle-school students. The Instructional Materials Motivation Survey (IMMS) (Keller, 2010) based on the ARCS motivation model (Keller, 1987a) was used to gather information; it considers four motivational factors: attention, relevance, confidence, and satisfaction. Motivational factors of attention and satisfaction in an augmented-reality-based learning environment were better rated than those obtained in a slides-based learning environment. When the impact of the augmented reality system was analyzed in isolation, the attention and confidence factors were the best rated. The usability study showed that although this technology is not mature enough to be used massively in education, enthusiasm of middle-school students diminished most of the barriers found.

Learning to Program with Personal Robots

One of the goals of using robots in introductory programming courses is to increase motivation among learners. There have been several types of robots that have been used extensively in the classroom to teach a variety of computer science concepts. A more recently introduced robot designed to teach programming to novice students is the Institute for Personal Robots in Education (IPRE) robot. The author chose to use this robot and study its motivational effects on non-computer science students in a CS0 course. The purpose of this study was to determine whether using the IPRE robots motivates students to learn programming in a CS0 course. After considering various motivational theories and instruments designed to measure motivation, the author used Keller’s Instructional Materials Motivation Survey to measure four components of motivation: attention, relevance, confidence, and satisfaction. Additional items were added to the survey, including a set of open-ended questions. The results of this study indicate that the use of these robots had a positive influence on participants’ attitudes towards learning to program in a CS0 course, but little or no effect on relevance, confidence, or satisfaction. Results also indicate that although gender and students interests may affect individual components of motivation, gender, technical self-perception, and interest in software development have no bearing on the overall motivational levels of students.

The effect of thematic video-based instruction on learning and motivation in e-learning

The purpose of this study was to develop and evaluate the video on demand learning system. This study integrated the thematic instructional strategy into interactive video-based instruction based on the cognitive theory of multimedia learning and investigated the participant’s reflection and learning performance through post-test, IMMS and the experimental teaching activities. Under the self-controlled learning environment, students could easily hyperlink the particular segment they need so as to reduce student’s extraneous cognitive load. Also, the video presented the concise textual and pictorial learning elements simultaneously which could benefit to reinforce their learning. Accordingly, the findings of this study revealed that the interactive thematic video could promote students more engaged and acquired more information and remembered more ideas. Furthermore, the students in the experimental group could get the higher posttest scores and learning motivation than those of the control group. Key words: Thematic strategy, Interactive video on demand learning system, the cognitive theory of multimedia learning, instructional material motivational survey (IMMS).

The Motivated Strategies for Learning Questionnaire: score validity among medicine residents

The Motivated Strategies for Learning Questionnaire (MSLQ) purports to measure motivation using the expectancy-value model. Although it is widely used in other fields, this instrument has received little study in health professions education. The purpose of this study was to evaluate the validity of MSLQ scores. We conducted a validity study evaluating the relationships of MSLQ scores to other variables and their internal structure (reliability and factor analysis). Participants included 210 internal medicine and family medicine residents participating in a web-based course on ambulatory medicine at an academic medical centre. Measurements included pre-course MSLQ scores, pre- and post-module motivation surveys, post-module knowledge test and post-module Instructional Materials Motivation Survey (IMMS) scores. Internal consistency was universally high for all MSLQ items together (Cronbach's α = 0.93) and for each domain (α ≥ 0.67). Total MSLQ scores showed statistically significant positive associations with post-test knowledge scores. For example, a 1-point rise in total MSLQ score was associated with a 4.4% increase in post-test scores (β = 4.4; p < 0.0001). Total MSLQ scores showed moderately strong, statistically significant associations with several other measures of effort, motivation and satisfaction. Scores on MSLQ domains demonstrated associations that generally aligned with our hypotheses. Self-efficacy and control of learning belief scores demonstrated the strongest domain-specific relationships with knowledge scores (β = 2.9 for both). Confirmatory factor analysis showed a borderline model fit. Follow-up exploratory factor analysis revealed the scores of five factors (self-efficacy, intrinsic interest, test anxiety, extrinsic goals, attribution) demonstrated psychometric and predictive properties similar to those of the original scales. Scores on the MSLQ are reliable and predict meaningful outcomes. However, the factor structure suggests a simplified model might better fit the empiric data. Future research might consider how assessing and responding to motivation could enhance learning.

Influence of motivational design on completion rates in online self‐study pharmacy‐content courses

Student retention rates are a constant concern in higher education, but this concern has become especially challenging as online courses become more common and there are widespread reports of low completion rates for online, self‐study courses. We evaluated four self‐study online pharmacy courses with a history of very high completion rates for motivational design features, as an explanation for the difference in completion rates between these classes and those reported in the literature. The validated Instructional Materials Motivation Survey [IMMS] (Keller, 1987) and an open‐ended survey based on Keller’s (1987) ARCS components were used to assess the design and instructional materials of these courses for motivational influence. Specifically, the ARCS components of attention, relevance, confidence, and satisfaction were measured and then compared. Findings suggest that the extent and type of educational scaffolding does impact the motivational effectiveness of self‐study, in online pharmacy‐content courses.

Impact of podcasting on student motivation in the online learning environment

Researchers investigated the impact of podcasting on student motivation in the online environment during fall 2008 and spring 2009. Data were collected from students enrolled in fourteen online courses at a research university in the United States. One hundred and ninety-one students completed a modified version of the Instructional Materials Motivation Survey ( Keller, 2006); it has four subscales: attention, relevance, confidence, and satisfaction. Strong positive relationships between all subscales were detected. Results indicate students were moderately motivated by the use of podcasts in their online courses. Statistically significant differences in student motivation based on gender, class standing, and prior online learning experience were found. Benefits of using podcasts and recommendations for improvement of the multimedia files were offered by users.

Measuring Motivational Characteristics of Courses: Applying Kellerʼs Instructional Materials Motivation Survey to a Web-Based Course

The Instructional Materials Motivation Survey (IMMS) purports to assess the motivational characteristics of instructional materials or courses using the Attention, Relevance, Confidence, and Satisfaction (ARCS) model of motivation. The IMMS has received little use or study in medical education. The authors sought to evaluate the validity of IMMS scores and compare scores between standard and adaptive Web-based learning modules. During the 2005-2006 academic year, 124 internal medicine residents at the Mayo School of Graduate Medical Education (Rochester, Minnesota) were asked to complete the IMMS for two Web-based learning modules. Participants were randomly assigned to use one module that adapted to their prior knowledge of the topic, and one module using a nonadaptive design. IMMS internal structure was evaluated using Cronbach alpha and interdimension score correlations. Relations to other variables were explored through correlation with global module satisfaction and regression with knowledge scores. Of the 124 eligible participants, 79 (64%) completed the IMMS at least once. Cronbach alpha was >or=0.75 for scores from all IMMS dimensions. Interdimension score correlations ranged 0.40 to 0.80, whereas correlations between IMMS scores and global satisfaction ratings ranged 0.40 to 0.63 (P<.001). Knowledge scores were associated with Attention and Relevance subscores (P=.033 and .01, respectively) but not with other IMMS dimensions (P>or=.07). IMMS scores were similar between module designs (on a five-point scale, differences ranged from 0.0 to 0.15, P>or=.33). These limited data generally support the validity of IMMS scores. Adaptive and standard Web-based instructional designs were similarly motivating. Cautious use and further study of the IMMS are warranted.

A preliminary validation of Attention, Relevance, Confidence and Satisfaction model‐based Instructional Material Motivational Survey in a computer‐based tutorial setting

AbstractThis paper describes a preliminary validation study of the Instructional Material Motivational Survey (IMMS) derived from the Attention, Relevance, Confidence and Satisfaction motivational design model. Previous studies related to the IMMS, however, suggest its practical application for motivational evaluation in various instructional settings without the support of empirical data. Moreover, there is a lack of discussion regarding the validity of the instrument. Therefore, this study empirically examined the IMMS as a motivational evaluation instrument. A computer‐based tutorial setting was selected owing to its wide application in teaching large entry‐level college courses. Data collected from 875 subjects were subjected to exploratory and confirmatory factor analyses, and measurement modelling LISREL. Findings suggested that 16 original items should be excluded from the IMMS; the retained 20 items were found to fall into different constructs, indicating that instructional features of the tutorial may influence the validity of the survey items. The implication of the study supports the situational feature of the IMMS. Therefore, a preevaluation adjustment on the IMMS items is recommended to identify suitable items before the full motivational evaluation. Future research should focus on the further validation of the IMMS based on this preliminary evidence.

The Effects of Media on Motivation and Content Recall: Comparison of Computer- and Print-Based Instruction

This study examined the effects of computer-based instruction (CBI) versus print-based instruction (PBI) on motivation, continuing motivation and content recall. A total of fifty-two 11th graders were randomly assigned to either a CBI group or a PBI group. The CBI and the PBI groups studied Lincoln's Decisions on the computer screen and in print text, respectively. After motivation and continuing motivation in both groups were measured with the Instructional Materials Motivation Survey, the immediate and delayed recall was measured with sixteen multiple-choice items. As expected, the results indicated that the CBI group showed significantly higher motivation and higher scores in the immediate recall over those of the PBI group, but the results of delayed recall were not significant between the two groups, and continuing motivation was difficult to interpret. These findings are discussed in terms of the motivational function of computers.