Motivation and instructional design: A theoretical perspective

TL;DR: A theoretical approach to understanding motivation in relation to other factors that influence learning and the design of instruction is presented and several illustrative research studies are reviewed along with an introduction to a systematic process of influencing motivation.

Abstract: We have not given adequate systematic attention to the problem of motivation in instructional theory and technology, to the understanding of motivation in individual learners, or to the development of a technology for influencing motivation (Cooley & Lohnes, 1976; Cronbach & Snow, 1976). We know, as a rule of thumb, that we should introduce novelty, uncertainty, or a sense of mystery at the beginning of a program to elicit attention and, it is hoped, enthusiasm, and we know that we should use reinforcement to help sustain desirable changes in behavior, but neither of these principles constitutes an adequate understanding of motivation. The purpose of this paper is to present a theoretical approach to understanding motivation in relation to other factors that influence learning and the design of instruction. In this context, several illustrative research studies are reviewed along with an introduction to a systematic process of influencing motivation. This presentation is not exhaustive, but serves as an introduction to the approach, and as a basis for subsequent elaborations of the issues and tech-