Motivational design for learning and performance. The ARCS model approach.

Autor/in	Keller, John M.
Titel	Motivational design for learning and performance. The ARCS model approach.
Quelle	New York, NY u.a.: Springer Science+Business Media (2010), XXIV, 353 S. PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen; Literaturangaben S. 325-344
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	online; gedruckt; Monografie
ISBN	1-4419-1249-5; 978-1-4419-1249-7; 978-1-4419-1250-3
DOI	10.1007/978-1-4419-1250-3
Schlagwörter	Evaluation; Aufmerksamkeit; Lernfähigkeit; Lernpsychologie; Neugier; Selbstverantwortung; Vertrauen; Schüler; Lernerfolg; Schülerleistung; Interesse; Langeweile; Lernen; Lernmotivation; Lernumgebung; Lernmethode; Lernziel; Unterrichtsmethode; Unterrichtsplanung; Computerunterstützter Unterricht; Lehrbuch; Fernunterricht; Leistungsmessung; Modell
Abstract	It is impossible to control another person's motivation. But much of the instructor's job involves stimulating learner motivation, and learning environments should ideally be designed toward this goal. [This book] introduces readers to the core concepts of motivation and motivational design and applies this knowledge to the design process in a systematic step-by-step format. The ARCS model (Attention, Relevance, Confidence, Satisfaction) - theoretically robust, rooted in best practices, and adaptable to a variety of practical uses - forms the basis of this problem-solving approach. Separate chapters cover each component of the model - attention, relevance, confidence, and satisfaction - and offer strategies for promoting each one in learners. From there, the motivational design process is explained in detail, supplemented by real-world examples and ready-to-use worksheets. The methods are applied to traditional and alternative settings, including gifted classes, elementary grades, self-directed learning, and corporate training. And the book is geared toward the non-specialist reader, making it accessible to those without a psychology or teaching background. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/3