Motivation: Difference between revisions
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== Definition == | |||
* TO DO ! | |||
== Overview of relevant [[instructional design models]] | |||
* [[ARCS]] | |||
== Motivation and Emotion == | |||
Motivation is linked to emotions, but [[emotion]]s an related ''emotional design of instruction'' are yet another category of interest: Here is a citation from Asleitner (2000:169): "It is well known in the field of basic and applied research on education and psychology that ''cognitive'', ''motivational'', and ''emotional'' processes are related to the world in different ways. ''Cognitive'' processes concern the acquisition and representation of knowledge and have a representative relation to the world of objects and facts. ''Motivational'' processes refer to goal states of the organism and have an actional relation to the world. ''Emotional'' processes are based on the acceptance or rejection of objects and facts and have an evaluational relation to the world (Kuhl, 1986)" | |||
* [[FEASP]]: "According to the F(ear)E(nvy)A(nger)S(ympathy)P(leasure)-approach for designing positive feeling instruction, the instructional designer has to analyze emotional problems before and during instruction (Astleitner, 2000: 175). | |||
== References == | == References == | ||
* Astleitner, Hermann, Designing Emotionally Sound Instruction: The FEASP-Approach, Instructional Science 28 (3): 169-198, May 2000 [ http://www.springerlink.com/openurl.asp?genre=article&id=doi:10.1023/A:1003893915778] | |||
* J. Keller, Motivational Design of Instruction, in C. Reigeluth (ed.), Instructional Design Theories and Models, Erlbaum, Hillsdale, New Jersey, pp. 383-434, 1983. | * J. Keller, Motivational Design of Instruction, in C. Reigeluth (ed.), Instructional Design Theories and Models, Erlbaum, Hillsdale, New Jersey, pp. 383-434, 1983. | ||
* J. Keller and T. Kopp, An Application of the ARCS Model of Motivational Design, in C. Reigeluth (ed.), Instructional Design Theories | * J. Keller and T. Kopp, An Application of the ARCS Model of Motivational Design, in C. Reigeluth (ed.), Instructional Design Theories in Action, Erlbaum, Hillsdale, New Jersey, pp. 289-320, 1987. | ||
* Kuhl, J. (1986). Motivation and information. In R.M. Sorrentino & E.T. Higgins, eds, Handbook of Motivation and Cognition, pp. 404\u2013434. Chichester: Wiley | |||
* T. W. Malone and M. R. Lepper, Making Learning Fun: A Taxonomy of Intrinsic Motivation for Learning, in Aptitude, Learning and instruction, 3, R. E. Snow and M. J. Farr (eds.), Erlbaum, Hillsdale, New Jersey, pp. 223-253, 1987. | * T. W. Malone and M. R. Lepper, Making Learning Fun: A Taxonomy of Intrinsic Motivation for Learning, in Aptitude, Learning and instruction, 3, R. E. Snow and M. J. Farr (eds.), Erlbaum, Hillsdale, New Jersey, pp. 223-253, 1987. | ||
[[Category:Affect and motivation]] | [[Category:Affect and motivation]] | ||
Revision as of 18:08, 4 March 2006
Definition
- TO DO !
== Overview of relevant instructional design models
Motivation and Emotion
Motivation is linked to emotions, but emotions an related emotional design of instruction are yet another category of interest: Here is a citation from Asleitner (2000:169): "It is well known in the field of basic and applied research on education and psychology that cognitive, motivational, and emotional processes are related to the world in different ways. Cognitive processes concern the acquisition and representation of knowledge and have a representative relation to the world of objects and facts. Motivational processes refer to goal states of the organism and have an actional relation to the world. Emotional processes are based on the acceptance or rejection of objects and facts and have an evaluational relation to the world (Kuhl, 1986)"
- FEASP: "According to the F(ear)E(nvy)A(nger)S(ympathy)P(leasure)-approach for designing positive feeling instruction, the instructional designer has to analyze emotional problems before and during instruction (Astleitner, 2000: 175).
References
- Astleitner, Hermann, Designing Emotionally Sound Instruction: The FEASP-Approach, Instructional Science 28 (3): 169-198, May 2000 [ http://www.springerlink.com/openurl.asp?genre=article&id=doi:10.1023/A:1003893915778]
- J. Keller, Motivational Design of Instruction, in C. Reigeluth (ed.), Instructional Design Theories and Models, Erlbaum, Hillsdale, New Jersey, pp. 383-434, 1983.
- J. Keller and T. Kopp, An Application of the ARCS Model of Motivational Design, in C. Reigeluth (ed.), Instructional Design Theories in Action, Erlbaum, Hillsdale, New Jersey, pp. 289-320, 1987.
- Kuhl, J. (1986). Motivation and information. In R.M. Sorrentino & E.T. Higgins, eds, Handbook of Motivation and Cognition, pp. 404\u2013434. Chichester: Wiley
- T. W. Malone and M. R. Lepper, Making Learning Fun: A Taxonomy of Intrinsic Motivation for Learning, in Aptitude, Learning and instruction, 3, R. E. Snow and M. J. Farr (eds.), Erlbaum, Hillsdale, New Jersey, pp. 223-253, 1987.