This study combined the concept of self-control with Keller's ARCS (Attention, Relevance, Confidence, Satisfaction) model of motivational design to determine whether students could be trained to make instruction relevant to themselves by using metalearning strategies. Results suggest students can be trained to do this and that this training can…

Explains learning-by-Web design, an emerging approach to learning-by-design that uses the Web as a vehicle to conduct a project. Discusses student's motivation, the effects of group collaboration on student learning, the effects of content structure, the effects of Web publicity, visual design considerations, and balancing learning both design…

Discusses affective behaviors as complex sets of mental processes and actions that are affected by current context, past learning, and present need state. Highlights include motivation, emotion, and cognition; relationships between the affective and cognitive domain; and ways to achieve desired affective outcomes. (LRW)

Discusses principles of goal-based scenario (GBS) learning environments based on an examination of situated and unsituated knowledge. Topics addressed include flexibility; learning strategies; transfer of training; motivation; retention; and the use of GBS for professional development courses. (seven references) (LRW)

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…