Relation of nursing students' motivational state and learning effort to motivational appeal and learning outcomes in the use of an interactive computer -based multimedia program
Abstract
This exploratory study investigated relationships between learners' motivational state, the amount of learning effort expended, the perceived motivational appeal, and the learning outcomes in a computer-based learning (CBL) program designed with embedded motivational strategies based on Keller's Attention, Relevance, Confidence and Satisfaction (ARCS) model of motivational design. Motivational state was measured by subscales of the Motivated Strategies for Learning Questionnaire (MSLQ); learning effort was measured by the total time in the program, the number of learning activities completed, and total number of instructional pages completed; perceived motivational appeal of the instructional program was measured by the Instructional Materials Motivation Survey (IMMS), and learning outcomes were measured by posttest and simulation. Sixty-five junior nursing students participated. A measure of learning effort, total time in the program, correlated positively with the attention and relevance variables of motivational appeal well as with the posttest measure of learning outcome. Motivational appeal of the program had a positive correlation with total time spent in the program. Motivational state was found to correlate only with the motivational appeal of the program. The total time spent in the program was the variable found most predictive of the score on the posttest. Very few studies in nursing and healthcare have sought to address the impact of motivation in the design and effectiveness of computer-based learning. Participants were highly positive about using the format of computer-based instruction with over 90% indicating they would like to learn other basic nursing skills in this format. Technology has long been embraced by nursing faculty who seek to create authentic learning experiences prior to actual hands-on experience in a clinical setting. This study provided support for the use of the ARCS model as a framework for the design of motivational strategies in a computer-based learning program.
Degree
Ph.D.
Advisors
Lehman, Purdue University.
Subject Area
Nursing|Educational technology|Health education
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