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Impact of Cognitive-Based Instructional Intervention on Learning Motivation: The Implementation of Student-Made Glossary in a Programming-Oriented Engineering Problem-Solving Course and Its Impact on Learning Motivation
PROCEEDINGS

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Association for Educational Communications and Technology Annual Meeting,

Abstract

This article describes the purpose, development, and implementation of a cognitive-based instructional intervention and its impact on learning motivation. The study was conducted in a programming-based problemsolving course for first-year engineering students. The results suggest that the instructional intervention developed based on the hierarchical analysis of intellectual skills development and partial-to-whole learning task approach has significant correlation with the Satisfaction component of ARCS Motivational Design Model.

Citation

Huang, D.W., Aagard, H. & Diefes-Dux, H. (2005). Impact of Cognitive-Based Instructional Intervention on Learning Motivation: The Implementation of Student-Made Glossary in a Programming-Oriented Engineering Problem-Solving Course and Its Impact on Learning Motivation. Presented at Association for Educational Communications and Technology Annual Meeting 2005. Retrieved September 29, 2022 from .

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