Aim/Purpose: This research explores the design and development of a gamified Massive Open Online Course (MOOC) aligned with the Self-Directed Learning (SDL) approach. The focus is addressing challenges to foster autonomous learning within the MOOC context. Background: MOOCs have emerged as a prominent platform for global education; however, they…

This paper describes an instructional development effort to create effective and compelling instruction for eCommerce students. Results from a small field study inform the development project. Four high school students in an eCommerce course completed the standalone tutorial developed to teach them how to create a web page in the HyperText Markup…

Based on the observation that most of my students use computer-based technology (CBT) in their daily activities, I used computer assisted language learning (CALL) as an intervention in this action research study, carried out at a university in Bangladesh. This CALL curriculum was focused on Web 2.0 and its applications for educational purposes.…

Discusses the relationship between instruction and motivation, describes Keller's ARCS model of motivational design and Gagne's instructional design theory, and explains how they can be integrated and used by instructional developers and designers. An example is given where motivational strategies are matched with appropriate instructional events.…

Investigates the effect of activity content, its presentation, and the interactions between the two on flow experience (intrinsic motivation) in instructional activity. Results suggest that activity content has major influences on motivation; hypermedia presentations can add to motivation if used appropriately, or they can be distracting if too…

How can instructional designers create executive education, seminar style (non-credit) courses that are short (one to two hours) but still provide a meaningful learning experience for managers and executives in an organization? Engaging and motivating learners in short courses without traditional assessment formats or external motivators such as…

Focuses on creating extrinsic motivational techniques to complement the intrinsic needs of online learners. Discusses key points to focus on during the needs analysis stage for online instruction; strategies to create and maintain motivation during the course; motivational strategies to improve transfer of training back to the workplace after the…

This paper discusses motivation of adult learners. The first section discusses the adult learner, including the concepts of andragogy and pedagogy, as well as student-centered learning. The second section summarizes changing student demographics and predictions. The third section presents principles of adult learning. The fourth section covers…

Examines the effects of a prototype of motivationally-adaptive computer-assisted instruction (CAI). Findings indicate CAI can be designed to be motivationally adaptive to respond to changes in learner motivation that may occur over time. Results also illustrate that the ARCS (attention, relevance, confidence, satisfaction) model can be useful and…

This paper describes a framework for research in Information Systems/Information Technology (IS/IT) instruction that is grounded in existing theory and research from education literature. A recently developed model that integrates instructional design and learning motivation theories provides a theoretical basis for future efforts of researchers…

This guide is designed to provide a basis for the effective design of instructional materials for distance education. Organized around a model of instructional development which encompasses both external structural factors (factors that are largely outside the direct control of the individual instructor but which must be investigated) and internal…

This instructional design blends a structured learning environment (the physics lesson) with an engaging, playful, simulated environment (roller coaster construction), putting into operation ideas from both cognitive and constructivist theories. Two instructional models are used: a general design model for creating instruction and a lesson design…

This study introduced motivational strategies in the student support system of a distance education program, offered by the University of London (England) and implemented by the International Extension College in Cambridge (England). The program prepares international students for a diploma or masters degree in distance education. The study…

These designers approaches their physics lesson design task from the viewpoint of play. The designs, all having strong gaming influences, aim to be flexible enough to take advantage of the experience and ideas of a teacher working with a standard curriculum, yet interesting enough for students to want to continue exploring resources on their own…

The mission of teachers as creative facilitators is not to assign a grade; the mission is to educate students to think, to learn, and to make new connections that they never before thought possible. A teacher's guidance, constructive feedback, and facilitated instruction should pave the way for students to meaningfully bridge prior knowledge with…