Instructional Materials Motivation Survey Research Articles

Examination of the effect of different techniques (demonstration, telesimulation and game-based training) in teaching the management of shoulder dystocia: A randomized controlled trial

BackgroundThis study evaluated the effect of demonstration, telesimulation and game-based training in teaching SD management for midwifery students. MethodsThis randomized controlled trial was completed with 123 participants. To collect data, the ‘Introductory Information Form’, ‘Self-efficacy Visual Analog Scale (VAS)’, ‘Shoulder Dystocia Skill Checklist’, and ‘Instructional Materials Motivation Survey (IMMS) were used. ResultsAfter the training, mean VAS scores of self-efficacy in diagnosing and intervening SD were higher in the telesimulation and demonstration groups, and mean VAS scores of self-efficacy in evaluating the postpartum mother and infant were higher in all intervention groups than in the control group (p < .001). There is a difference between the control group and all intervention groups in terms of total skill score in SD management (p < .001). Demonstration group's mean total score of MMS of students is higher than kahoot and control groups (p < .005). ConclusionIt was seen that all three methods were more effective than theoretical training in gaining SD management skills, but telesimulation was more effective than other methods.

Empowering computing students through multidisciplinary project based learning (PBL): Creating meaningful differences in the real world

Project-based learning (PBL) has become essential in bridging the gap between theoretical education and the practical skills required by modern industries, especially in computing and multidisciplinary fields. This study employs a mixed-methods approach, using the 'Instructional Materials Motivation Survey' (IMMS) and the Kirkpatrick model, to evaluate PBL's effectiveness in enhancing key competencies such as problem-solving, practical application, time management, and confidence. The findings demonstrate that PBL significantly improves these skills, preparing students for professional environments. However, challenges such as managing project timelines, enhancing workflow strategies, and integrating domain-specific knowledge are highlighted as areas needing attention. This study aims to refine PBL practices, making them more effective in aligning education with industry demands. The insights from this research contribute to the ongoing development of educational strategies that better prepare students for the complexities of the modern workforce.

Digital Educational Escape Rooms as E-courses Using D-EER4SmL: Investigation of Motivational Affordances

Research has shown that educational escape rooms (EERs) motivate and engage learners in the learning process, mainly due to the incorporation of game elements into their educational context. As a result, various frameworks have been proposed to design and develop EERs over the past few years. However, these frameworks fail to highlight the important "D"-digital factor of technology which transforms EERs into Digital Educational Escape Rooms (DEERs), as well as the smart pedagogy (SmP), which in turn goes beyond game-based approaches and is currently essential for the design and the development of well-orchestrated and reusable smart learning solutions. Due to the fact that technology increases motivation, this study introduces the work-in-progress framework D-EER4SmL, primarily based on John Keller's theory of ARCS and the 10-step systematic design process for the development of motivational e-courses, tailored to learners' preferences. The framework was aligned with various EER design principles, along with Smart Pedagogical (SmP) approaches, which could be facilitated by web technologies in order to design and develop DEERs as e-courses. To confirm the motivational aspect of smart learning and the assumption that digital technology provides additional motivation, a DEER e-course was developed, based on this framework. The DEER e-course was delivered to ICT students - future ICT teachers/e-learning educators - who would be trained in instructional/e-learning design utilizing web technologies. A total of 108 higher education students of digital systems voluntarily participated in the workflows of the DEER e-course, played the game, and evaluated motivational affordances (MAs), after completing it. Quantitative data analysis was conducted, based on an improvised questionnaire for DEERs, aligned with Keller’s Instructional Materials Motivation Survey (IMMS). As far as motivation is concerned, the framework was proven effective in the initial research findings; however, further research is needed to confirm its effectiveness within the wider context of smart learning.

Validation of the Instructional Materials Motivation Survey among Medicine Resident Physicians

Purpose The Instructional Materials Motivation Survey (IMMS) was developed to measure motivational characteristics of a learning activity, building on Keller's Attention, Relevance, Confidence, Satisfaction (ARCS) motivation model. We aimed to validate IMMS scores using validity evidence of internal structure and relations with other variables. Methods Participants were internal medicine and family medicine residents who completed the IMMS following an online module on outpatient medicine, from 2005 to 2009. We used confirmatory factor analysis (CFA) to examine model fit using half the data (split-sample approach). Finding suboptimal fit, we conducted exploratory factor analysis (EFA) and developed a revised instrument. We evaluated this instrument with CFA using the remaining data. Associations were evaluated between IMMS scores and knowledge and other measures of motivation (Motivated Strategies for Learning Questionnaire, MSLQ). All analyses accounted for repeated measures on subjects. Results There were 242 participants. Although internal consistency reliabilities were good (Cronbach alpha ≥0.70), CFA of the original 36-item, 4-domain instrument revealed poor model fit for data sample 1. EFA found that reverse-scored items clustered strongly together. Further EFA using data sample 1, followed by CFA using data sample 2, found good fit for a 13-item, 4-domain model that omitted reverse-scored items (standardized root mean square residual 0.045, root mean square error of approximation 0.066, comparative fit index 0.96). Linear regression confirmed positive, statistically significant associations for most hypothesized relationships, including IMMS total with knowledge (r=0.19) and MSLQ total (r=0.53; both p&lt;.001). Examination of reverse-scored items suggested participant inattention but not acquiescence. Conclusions IMMS scores show good reliability and relations with other variables. However, the hypothesized and empirical factor structures do not align, and reverse-scored items show particularly poor fit. A 13-item, 4-domain scale omitting reverse-scored items showed good model fit.

The Impact of Online Learning Methods on Nursing Students' Motivation During the Covid-19 Pandemic: A Mixed Method Study

Aim: Online learning methods and digital tools have become more popular since the COVID-19 pandemic. This study investigated the effect of online learning methods on nursing students' motivation during the COVID-19 pandemic. Methods: This study adopted a mixed research design involving a quasi-experimental single-group posttest and a qualitative design. The research was conducted in the spring semester of the 2020-2021 academic year at the department of nursing of a state university in Ankara, Türkiye. The sample consisted of 237 students taking the “Surgical Diseases Nursing” course and the sample of the qualitative stage consisted of 20 students. The research had three stages. In the first stage, participants engaged in online interactive activities (Kahoot, Mentimeter, etc.), discussed case videos, and prepared cases based on group counseling throughout the semester. In the second stage, they discussed the group cases and then filled out the Instructional Materials Motivation Survey (IMMS) and the Achievement-Oriented Motivation Scale (AOMS). In the third stage, the researchers conducted three focus-group interviews to identify participants' experiences with online learning methods. The quantitative data were analyzed using descriptive statistics and Spearman’s correlation coefficient, while the qualitative data were analyzed using content analysis. Results: Participants had a total mean IMMS and AOMS score of 94.83±15.79 and 142.39±18.80, respectively. The results showed that participants were highly motivated by online learning methods. The focus-group interviews revealed three themes: “learning process,” “learning method,” and “personal development/experience.” Conclusion: Nursing students are highly motivated by online learning methods. Most nursing students believe online learning methods make them more motivated and interested, classes more fun, and new knowledge more permanent. They also think that online learning methods facilitate learning. Therefore, universities should offer nursing students more online learning methods.

Validation of the motivated strategies for learning questionnaire and instructional materials motivation survey

Purpose To validate the Motivated Strategies for Learning Questionnaire (MSLQ), which measures learner motivations; and the Instructional Materials Motivation Survey (IMMS), which measures the motivational properties of educational activities. Methods Participants (333 pharmacists, physicians, and advanced practice providers) completed the MSLQ, IMMS, Congruence-Personalization Questionnaire (CPQ), and a knowledge test immediately following an online learning module (April 2021). We randomly divided data for split-sample analysis using confirmatory factor analysis (CFA), exploratory factor analysis (EFA), and the multitrait-multimethod matrix. Results Cronbach alpha was ≥0.70 for most domains. CFA using sample 1 demonstrated suboptimal fit for both instruments, including 3 negatively-worded IMMS items with particularly low loadings. Revised IMMS (RIMMS) scores (which omit negatively-worded items) demonstrated better fit. Guided by EFA, we identified a novel 3-domain, 11-item ‘MSLQ-Short Form-Revised’ (MSLQ-SFR, with domains: Interest, Self-efficacy, and Attribution) and the 4-domain, 12-item RIMMS as the best models. CFA using sample 2 confirmed good fit. Correlations among MSLQ-SFR, RIMMS, and CPQ scores aligned with predictions; correlations with knowledge scores were small. Conclusions Original MSLQ and IMMS scores show poor model fit, with negatively-worded items notably divergent. Revised, shorter models—the MSLQ-SFR and RIMMS—show satisfactory model fit (internal structure) and relations with other variables.

The Effects of Different VR Designs for An Instructional Lesson on Students Performance and Motivation: A Design-Based Research

The purpose of this study is to define design guidelines for instructional virtual reality (VR) and examine how three different VR designs affect students' motivation and performance. Pre-post tests measuring performance and the modified Reduced Instructional Materials Motivation Survey (RIMMS) measuring motivation were used to evaluate the effects of various VR designs. 29 students were split up into three instructional VR groups. The findings revealed no significant differences among the three student groups in terms of the performance variable. However, notable differences were observed in the motivation variable. The findings of this study highlight that although students may learn identically from a variety of VR designs, their motivation levels differ depending on the design. This study emphasizes the significance of taking motivational factors into account when implementing virtual reality (VR) in educational contexts, acknowledging the role that motivation plays in fostering long-term and enhanced learning experiences.

Enhancing learning motivation and academic achievement in nursing students through metaverse-based learning: A randomized controlled study.

Generation Z students do not get much benefit from traditional distance education methods. Instead, they need new platforms and methods that will motivate them and increase their success. A randomized controlled study was performed on 42 students. The experimental group students were presented with metaverse, and the control group students were taught the distance education course. In this study, in the students' Instructional Materials Motivation Survey, the mean scores of both the experimental and control groups exhibited no significant difference before the intervention. Regarding the effect of metaverse-based learning on students' Instructional Materials Motivation Survey, the mean score of the control group was 82.55 ± 13.18, and the mean score of the experimental group was 96.52 ± 9.54 and there was a significant difference between groups after the intervention. When the academic achievement levels of the groups were examined, it was determined that the experimental group scored 76.57 ± 13.33 and the control group received 64.40 ± 16.42 points. It was determined there was a significant difference between the groups in terms of learning motivation and academic achievement. The study results show that the participants accepted the important role of metaverse as an effective learning method compared to traditional distance education methods. It is recommended to expand the use of metaverse in various fields of nursing education.

The Impact of Using Collaborative Online International Learning during the Design of Maker Educational Practices by Pre-Service Teachers

The main purpose of this study is to measure the effect of COIL when implementing the maker methodological approach in teacher training in relation to motivation and the technology acceptance level. The sample consisted of 44 primary education pre-service teachers from the University of The Basque Country (UPV/EHU). The motivation level was measured using a post survey that included the Reduced Instructional Materials Motivation Survey (RIMMS) and the perception in relation to the acceptance of the technology using items from the Technology Acceptance Model (TAM). Quantitative data were collected at the end of the training to analyse the differences among the two groups, the EHU control group and the EHU-COIL experimental group. Results show that the EHU-COIL experimental group showed higher levels of motivation and technology acceptance in all of the subscales compared to the EHU control group after completion of the experience of being trained on maker education and designing collaboratively sustainable maker educational teaching and learning plans. The differences were particularly significant in the perceived usefulness subscale. In light of these findings, it seems that participation in COIL in teacher training adds value to maker-based educational practices.

Fully immersive learning with virtual reality for assessing students in art history

Immersive learning systems using consumer grade headsets for virtual reality (VR) software can now reach the classroom. VR represents an important step toward situated learning for bringing realistic experiences to show to students different types of content the way it appears in real life. With the three-dimensional effect, it adds an immersive dimension that can bring the student into a unique environment that is directly connected to the learning content. While VR experiences can be helpful in educational settings, they must satisfy the learning objectives of the course and the specific needs of the students. In this paper, we propose a customizable VR application for displaying paintings for their analysis, and their associated questions designed for instructors in art history. To improve the accessibility and adaptivity to instructors and specific learning materials, we propose the definition of the paintings’ characteristics and the questionnaires associated with the paintings in the JSON open-standard file format, facilitating application changes without any prior programming knowledge. We compare the proposed VR modality with a web-based application on a computer desktop with 35 undergraduate students with art history experience. In both modalities, we assess the workload and usability; the VR sickness symptoms and the motivation in the VR condition. The results indicate better usability and lower workload with the VR condition. While there are no differences in terms of students’ performance for answering the questions, 77% of students prefer the VR condition. The Reduced Instructional Materials Motivation Survey shows a high motivation in the student population. Finally, the system evaluation supports the conclusion that the proposed VR system can be deployed in the art history classroom as the system has a high usability and medium workload.

The Impact of Augmented Reality Technology on Students' Motivation to Learn English

Research into the application of augmented reality in education remains in its preliminary stages, with a notable dearth of studies exploring the impact and consequences of augmented reality within educational settings. This study aimed to evaluate and gain insight into how an augmented reality mobile application influenced the motivation of junior high school students studying English. Intrinsic motivation theory served as the framework for understanding motivation in a learning context. The study employed the Attention, Relevance, Confidence, and Satisfaction (ARCS) model to elucidate the influence of augmented reality on student motivation. The research instrument utilized was a 34-item questionnaire centered around English learning motivation, based on the Instructional Materials Motivation Survey. A cohort of 200 participants engaged with the augmented reality mobile applications and completed both pre and post-tests. The findings indicated a significant enhancement in students' motivation to learn when utilizing the augmented reality mobile application. Motivational elements, including attention, relevance, confidence, and satisfaction, witnessed marked improvements.

Enhancing motivation and academic performance through gamified digital game-based learning methodology using the ARCS model

ABSTRACT This study assessed the effects of an educational intervention grounded in gamified game-based learning on attention, relevance, confidence, satisfaction, intrinsic and extrinsic motivation, as well as academic performance, utilizing the ARCS motivational design model. This study involved 384 undergraduates across three physical activity and sport sciences courses. The experimental group, consisting of 287 students, was further divided into competitive (n = 142) and noncompetitive (n = 145) subgroups, while the control group comprised 97 students. Data collection was conducted using the Motivated Strategies for Learning Questionnaire (MSLQ), Instructional Materials Motivation Survey (IMMS), and academic performance assessments. The findings of this study revealed significant disparities in the ARCS dimensions between the intervention and control groups. The experimental groups displayed notably lower scores in attention, relevance, confidence, and satisfaction. The intervention had a significant impact on students’ perceptions of intrinsic goals and task value, and it exerted a moderate influence on extrinsic goals. No statistically significant impact on conceptual knowledge was observed. These findings suggest that integrating the gamified digital game-based learning (DGBL) approach with the ARCS model can effectively enhance students' motivation, academic performance, and practical knowledge in higher physical education.

The Influence of Augmented Reality (AR) on the Motivation of High School Students

Augmented reality (AR) is a technology whose presence has increased in the field of education in recent years. However, its role in secondary education has not been thoroughly explored. Therefore, this research aims to analyse the influence of AR on the motivation of students at this stage while considering gender and previous information and communication technology (ICT) experience. This research uses a quantitative methodology that follows Keller’s Attention, Relevance, Confidence and Satisfaction (ARCS) motivational model. We implemented this instructional design model for a sample of 321 students from the same educational centre. They were divided into two categories: an experimental group (n = 159) and a control group (n = 162). The control group were studied in a slide-based learning environment, while the experimental group worked with an AR mobile application. For data collection, we used the Instructional Materials Motivation Survey (IMMS). The results showed that the students who used AR displayed greater motivation, highlighting great interest in the integration of this technology into the learning process. However, no significant differences were obtained in the motivation of the students according to gender and previous experience with the use of ICT. In conclusion, this research shows that the use of AR improves motivation in secondary education.

The effects of gamified instructional material on learners’ perceived motivation and academic achievement

Since motivation is known to be a critical factor, approaches, methods, techniques, and materials that would affect motivation positively are utilized in learning and teaching processes. Gamification is used by including game components into teaching processes to enhance students’ motivation, attract their attention to the lesson and boost academic achievement. The aim of the present study was to explore the effect of using gamified materials in the instruction of electronic spreadsheet programs on learners’ perceived motivation, academic achievement, and opinions regarding the gamified teaching material. The study was conducted using triangulation in the explanatory sequential design combining qualitative and quantitative research methods. In the fall semester of 2021-2022, the participants consisted of 90 undergraduate students attending the Faculty of Education of a university in Türkiye. Data collection was conducted through personal information forms, instructional materials motivation survey, electronic spreadsheet program achievement test, opinion survey and system records. The data were analysed using descriptive statistics, repeated measures analysis of variance and descriptive analyses. The results indicated that there was no significant difference in terms of motivation and academic achievement between the experimental group (using gamified materials) and control group (using videos). It was also seen that the students in the experimental group generally held positive opinions about gamified teaching materials.

Instructional Materials Motivation and Synchronous Classroom Learning in Relation to the Students' Academic Performance in Mathematics

Students’ motivation and perception are important factors to consider in online learning. This study determined the students’ level of motivation in instructional materials and perception in synchronous classroom learning at Misamis University for the academic year 2021-2022. The researchers used the descriptive-correlational research design. The respondents of the study were the 138 Junior High School students chosen through purposive sampling technique. The gathering of data was done by the use of the Instructional Materials Motivation Survey (IMMS) and Synchronous Classroom Learning Survey (SCLS) as instruments. Mean, Standard Deviation, Pearson r, and Stepwise Regression Analysis were the statistical tools employed in the data analysis. Results revealed that students' level of motivation in instructional materials used by teachers was high, and students' perception of synchronous classroom learning was good. This indicates that students who find the learning materials appealing are more likely to perform well in Mathematics. Teachers needed to be comfortable using technology to produce classes, interactive activities, assessments, projects, and other responsibilities to boost their creativity in creating instructional materials to increase students' satisfaction in the classroom. Future researchers should look into other factors contributing to students' academic performance in synchronous classroom learning.

Investigating Impacts of Using Mobile Video Lectures on Student Satisfaction and Academic Achievement in Blended Learning

In this study, a mobile Blackboard blended learning (BL) environment was implemented to teach the introductory computer course by integrating a learning management system with supplementary video lectures into BL provided through mobile technologies. The purpose of the study was to explore the impact of the mobile Blackboard BL environment on student satisfaction and learning achievement. The quantitative collection method was employed through a quasi-experimental design with a pretest and posttest control group. For seven consecutive weeks, the experimental group of students was taught in the mobile Blackboard BL environment and the control group of students was taught in the traditional learning environment. The students were asked to complete the instructional materials motivation survey to gauge their satisfaction level and given an achievement test at the end of the learning process. The study's findings revealed that the satisfaction level was significantly higher in the experimental group of students than in the control group of students. However, there was no statistical difference between students in the experimental and control groups in terms of learning achievement although students in the experimental group obtained slightly better results from the achievement test.

Improving Learning of Figurative Concepts in Individuals With Blindness: Adopting Teaching Strategies to Enhance Learning Motivation

Introduction: This study examines teaching strategies that help enhance learning motivation in individuals with blindness to facilitate improved learning of figurative concepts: attention, relevance, confidence, and satisfaction (ARCS). We began by teaching the origin of life and the reproductive system in the first unit of the relatively lacking gender-equality education. We established various teaching strategies through expert interviews. A teaching experiment was carried out to validate the strategy. Methods: Participants comprised eight individuals with blindness. They were first asked to draw various parts of the female reproductive system. Teaching activities based on the teaching strategy were then conducted. Upon completion of the activity, the participants were asked to redraw the diagram and the Instructional Materials Motivation Survey was administered to check the ARCS score. Results: The scores for each of the ARCS elements were attention = 3.99 (SD = 0.31), relevance = 3.99 (SD = 0.36), confidence = 3.61 (SD = 0.37) and satisfaction = 4.15 (SD = 0.46). The Kendall's W values obtained were attention = 0.21( p = .01), relevance = 0.31( p = .004), confidence = 0.25( p = .03), and satisfaction =0.67( p &lt; .001). In the posttest, the average completion rate for each part of the drawing was 83.9% (standard deviation [SD] = 19.4) and the pretest was 35.7% (SD = 21.6). The test results were p &lt; .001, t = −10.425, and the degrees of freedom = 7, thus, the learning effect is significant. Discussion: A, R, and S grades around 4 (agree) and C 3.61 (nearly agree) improved motivation. Additionally, a significant improvement was observed in the participants’ drawing-task performance as they could correctly express the relative position of each part. Implications for Practitioners: We conclude that the method tested in this study is feasible for teachers who wish to design teaching materials and lesson plans for figurative-concept learning and cognition. This teaching strategy could be referred to as a means of enhancing their students’ learning motivation and learning efficiency.

The effect of multimedia-based education in e-learning on nursing students’ academic success and motivation: A randomised controlled study

BackgroundStudents who receive e-learning in nursing education state that they cannot learn the lessons effectively. This study aims to evaluate the effect of multimedia teaching materials on students' academic achievement and motivation in e-learning. MethodsThe quasi-experimental study was performed on 70 students. The experimental group students were presented with multimedia materials, and the control group students were taught the e-learning course. ResultsIn this study, regarding the effect of multimedia-based education on students’ Instructional Materials Motivation Survey, the mean score of the control group was 85.25 ± 11.95, and the mean score of the experimental group was 94.44 ± 11.82 after the intervention. A moderately significant positive correlation was found between the experimental group's average academic achievement and total scale scores. ConclusionThe study results show that the participants accepted the important role of multimedia as practical learning compared to traditional learning methods. Given the impact of multimedia-based education on academic achievement, this approach can be used to teach other core subjects to nursing students.

Skill building blocks: Asynchronous online learning through interactive thematic instruction

AbstractBackgroundAmong non‐pharmacological strategies, research shows that the Validation method (VM) developed by Naomi Feil provides a theoretical framework enabling professionals and caregivers to better understand the reasons behind the behavior of the older person with dementia. Built upon the stage‐specific communication techniques of empathy, observation, listening, and verbal and non‐verbal skills, the relationship, emotions, lived experience, values, significant relationships, social roles, sensorial, physical, social and psychological losses of the older person are taken into account. With the increased need for online learning due to COVID‐19, Validation Training Institute (VTI) designed and implemented the Skill Building Blocks, an interactive thematic video‐based instruction, to provide an interactive online learning environment to facilitate user‐friendly self‐study and real‐time access to knowledge. Thematic instruction strategy relates to the learners’ life experience which more easily increases interest and engagement in the content, strengthens knowledge retention, and enables behavioral modelling for application to the real world.MethodTo boost learning and transfer of knowledge, cognitive load theory was applied wherein tasks are divided into smaller building blocks that are individual but included among a collection of related themes. The 6 ‘on‐demand’ videos deliver asynchronous learning followed by ‘exercises’ to reinforce learning and process information. This study, based on the cognitive theory of multimedia learning, investigated the participants’ reflection and learning performance through pre and post‐questionnaires using the Likert scale of 1 through 5, and the IMMS (Instructional Material Motivation Survey) which measures attention, relevance, confidence, and satisfaction. An online focus group of participants concluded the data collection process.ResultLearners express confidence and satisfaction with the user‐friendly, thematic design of each block that utilizes a variety of multimedia learning experiences including video, exercises, and quizzes that reinforces transfer of knowledge as well as cognitive learning. Techniques learned and practiced in each block were applicable to real life situations and could be applied immediately after each block.ConclusionTechniques taught through Skill Building Blocks proved to be relevant to the learners’ life experience, effective in retention and transfer of skills, and proved to be motivating for continued application in the real world.

SCREENCAST AND ITS EFFECT ON IMPROVING LEARNERS’ ACADEMIC ACHIEVEMENT AND MOTIVATION IN PHYSICS

Screencasts are multimedia-based learning which involves multimodal sensory, such as eyes and ears. These are increasingly used as schools transition to blended learning mode. This study aims to describe the screencast and its effect on improving learners’ academic achievement and motivation in Physics. This quasi-experimental research determined learners’ academic achievement and level of motivation before and after treatment to screencasts focusing on heat, temperature, and electricity. The study was done in a large public secondary school in a highly urbanized city in the central Philippines. Academic achievement was measured through a constructed test while the level of motivation was evaluated using Keller’s Instructional Materials Motivation Survey. Results showed that screencasts improved the learners’ academic achievement and increased their level of motivation. The use of screencast has a good impact on changing learners' knowledge and skills and is an effective online learning media. Findings also obtained a p-value of 0.00 which showed that there is a significant difference in the learner’s academic achievement before and after treatment to screencast. This study discovered that learning using screencasts is engaging to the learners. The screencast provided the learners with the opportunity to learn at their pace and brought them better learning experiences.