Motivation and Multimedia Learning (Chapter IX) Jin, Putai en_US Low, Boon Hong en_US
dc.contributor.other Zheng, Robert Z. en_US 2021-11-25T17:12:16Z 2021-11-25T17:12:16Z 2009 en_US
dc.description.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 sparse. 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 four major motivation theories (expectancy-value theory, self-efficacy, goal-setting and task motivation, and self-determination theory) and two motivation models that are derived from multimedia research (the ARCS model and the integrated model of cognitive-motivational processes), 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... en_US
dc.identifier.isbn 9781605661582 en_US
dc.language English
dc.language.iso EN en_US
dc.publisher IGI Global en_US
dc.rights CC BY-NC-ND 3.0 en_US
dc.rights.uri en_US
dc.source Legacy MARC en_US
dc.title Motivation and Multimedia Learning (Chapter IX) en_US
dc.type Book Chapter en
dcterms.accessRights metadata only access
dspace.entity.type Publication en_US
unsw.relation.faculty Arts Design & Architecture
unsw.relation.ispartofpagefrompageto 154-172 en_US
unsw.relation.ispartoftitle Cognitive Effects of Multimedia Learning en_US
unsw.relation.originalPublicationAffiliation Jin, Putai, Education, Faculty of Arts & Social Sciences, UNSW en_US
unsw.relation.originalPublicationAffiliation Low, Boon Hong, Education, Faculty of Arts & Social Sciences, UNSW en_US School of Education *
Resource type