Utilizing Intrinsic Motivation in the Design of Instruction.Report as inadecuate

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A synthesis of the flow theory of intrinsic motivation of Csikszentmihalyi and the motivational design theory of instruction of Keller is presented. The conceptual integration of these theories is the basis for prescriptions aimed at increasing the level of intrinsic motivation in instruction. The flow phenomenon is described in terms of challenge and skills. When these are in balance, people feel that they are able to achieve a challenging but realistic goal. Flow is perceived as a positive experience because mastery of an achievable challenge stretches capabilities by promoting the development of new skills and increasing self-esteem and personal complexity. If the flow theory is integrated into the categories of Keller's theory (effort, performance, and consequences), effort can be seen to correspond to the challenge parameter, whereas performance corresponds to skills and consequences correspond to feedback in the flow model. A literature review identifies the recommendations and prescriptions of various authors into the variables of the synthesis, which are conceptualized as challenges (incorporating goals), means (including skills), and feedback. Two figures and three tables illustrate the synthesis. (Contains 16 references.) (SLD)

Descriptors: Educational Theories, Feedback, Instructional Design, Literature Reviews, Motivation, Objectives, Performance, Skill Development, Student Motivation, Synthesis

Author: Rezabek, Randall H.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10184&id=ED373751

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