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学術論文（審査あり） [2003年度] に属する文献一覧 (4件)
- リンク Suzuki, K., Nishibuchi, A., Yamamoto, M., & Keller, J.M. (2004). Development and evaluation of Website to check instructional design based on the ARCS Motivation Model. Information and Systems in Education, 2 (1), 63-69▼Website that contained motivational design strategies for various instructional setting, including face-to-face lectures and self-paced learning materials, were designed and developed to help lecturers/designers improve their instruction based on the result of user reaction questionnaire. The Website has capabilities of collecting questionnaire data, analyzing them, and suggesting weak areas, based on Keller’s ARCS motivational design model. Strategies to improve instruction are then suggested by retrieving from motivational strategy database that are suitable for a given instructional setting (teaching mode, target audience, characteristics of learning objectives, etc.). Formative evaluation studies were conducted to revise the Website for usability and practical effects, where the lecturers/designers worked through the Website to come up with a set of their own motivational enhancement strategies by referring to the weak areas the system analyzed and the motivational strategies the system proposed.
- 稲垣忠・岡本恭介・市川尚・鈴木克明・宇治橋祐之・小平さち子・黒上晴夫(2004)「デジタル学習環境における教材設計ーＮＨＫデジタル教材を対象にした評価研究の取り組みからー」 『教育メディア研究』10(2), 15－22詳細はありません。
- リンク Keller, J.M., & Suzuki, K. (2004). Learner motivation and e-Learning design: A mutinationally validated process. Journal of Educational Media (Special Issue), 29 (3), 229-239. ISSN 1358-1651 (print)/ISSN 1469?9443 (online)/04/030229-11, c2004 Taylor & Francis Ltd▼A general model for motivational design of instruction is described and reviewed in terms of its application to E-learning contexts. Following a description of what is meant by E-learning environments and an overview of the four category model and design process known as the ARCS model, a variety of studies are summarized. The ARCS model is based on a synthesis of motivational concepts and a problem-solving approach to design, rather than the application of specific motivational solutions that are advocated without regard to the specific characteristics of a given situation. The first group of reviewed studies illustrates the results of testing the motivational design process in several different E-learning settings, in relation to learner self-regu- lation and in terms of the interaction of personality characteristics and motivational strategies. The second group of studies includes tests of the validity of a simplified motivational design process that has been used in diverse types of E-learning settings, including multiple countries and cultures. Overall, the results of these empirical studies have confirmed the validity of this model for the systematic design of motivationally enhanced instruction in E-learning settings with regard to lowering drop-out rates and other positive motivational outcomes.
- リンク 鈴木克明・市川尚・楢原芳仁・森山了一・弓場重貴・猪貝達弘（2004）「NHK高校講座用Webサイトの試作」『教育メディア研究（日本教育メディア学会誌）』11(1), 1-10詳細はありません。