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Motivation and Multimedia Learning

Motivation and Multimedia Learning

Renae Low
Copyright: © 2011 |Pages: 20
ISBN13: 9781609605032|ISBN10: 1609605039|EISBN13: 9781609605049
DOI: 10.4018/978-1-60960-503-2.ch603
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MLA

Low, Renae. "Motivation and Multimedia Learning." Instructional Design: Concepts, Methodologies, Tools and Applications, edited by Information Resources Management Association, IGI Global, 2011, pp. 1393-1412. https://doi.org/10.4018/978-1-60960-503-2.ch603

APA

Low, R. (2011). Motivation and Multimedia Learning. In I. Management Association (Ed.), Instructional Design: Concepts, Methodologies, Tools and Applications (pp. 1393-1412). IGI Global. https://doi.org/10.4018/978-1-60960-503-2.ch603

Chicago

Low, Renae. "Motivation and Multimedia Learning." In Instructional Design: Concepts, Methodologies, Tools and Applications, edited by Information Resources Management Association, 1393-1412. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-60960-503-2.ch603

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Abstract

In the field of multimedia learning, although research on cognitive effects and their implications for instructional design is rich, research on the effects of motivation in a multimedia learning context is surprisingly scarce. Since one of the major goals of providing multimedia instruction is to motivate students, there is need to examine motivational elements. In this chapter, we focus on 4 major motivation theories–expectancy-value theory, self-efficacy, goal-setting and task motivation, and self-determination theory–and two motivation models–ARCS model and the integrated model of cognitive-motivational processes–that are derived from multimedia research; review the literature on motivation in multimedia learning contexts, suggest that researchers and practitioners take into account a number of essential aspects to ensure that motivation features incorporated in multimedia learning resources optimize learners’ experience; and point out future research directions in model building, hypothesis testing, examining individual differences, and carrying out longitudinal studies.

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