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The Effects of ARCS-Strategies on Self-Regulated Learning with Instructional Texts

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Astleitner, Hermann; Lintner, Peter – E-Journal of Instructional Science and Technology, 2004

The purpose of this study was to examine the effects of a motivationally designed instructional text on motivation and learning. The foundation for motivational design was provided by the combination of a model of motivation in self-regulated learning and the ARCS-approach. The model of motivation is based on concepts like expectancies,…

Descriptors: Educational Strategies, Undergraduate Students, Instructional Design, Student Motivation