Type of Document	Dissertation
Author	Gabrielle, Donna Marie
Author's Email Address	gabrielle@gabrielleconsulting.com
URN	etd-11142003-171019
Title	The Effects of Technology-Mediated Instructional Strategies on Motivation, Performance, and Self-Directed Learning
Degree	Doctor of Philosophy
Department	Educational Psychology and Learning Systems, Department of
Advisory Committee	Advisor Name Title Robert K. Branson Committee Chair Gary R. Heald Committee Member John M. Keller Committee Member Walter W. Wager Committee Member
Keywords	Technology-Mediated Learning ARCS Motivational Strategies Instructional Systems Interventions Self-Directed Learning Self-Regulation Military Academy PDA
Date of Defense	2003-11-05
Availability	unrestricted
Abstract The purpose of this design experiment was to positively affect motivation, performance, and self-directed learning of undergraduate students enrolled in a tuition-free, public military school. A second purpose was to use new technologies to efficiently deliver these instructional strategies as supplementary course content. This empirical study was conducted during one semester with 784 students, representing approximately 20 percent of the population at the academy. The within-subjects research design used a mixed method approach involving quantitative and qualitative data. Four surveys were used to measure motivation and self-directed learning: (1) the Course Interest Survey developed by Keller; (2) the Instructional Materials Motivation Survey developed by Keller; (3) the Self-Directed Learning Readiness Scale developed by Guglielmino, and; 4) the Self-Directed Learning survey. Students in 48 participating sections were randomly divided into control and experimental groups for each of 16 instructors. Within these courses, students in each section had identical syllabi and classroom-based content. The researcher communicated with control and experimental group students via email, and used email to direct experimental group students to the technology-mediated instructional strategies (TMIS). Strategies were designed using Keller’s ARCS model of motivation and delivered via Personal Digital Assistant (PDA), web, CD-ROM, and other technologies. For students in the experimental group, web-based post-strategy SDL surveys were administered throughout the semester, tracking participation, perceptions, and self-directed learning. To provide for a richer study, qualitative data were collected via open-ended questions on the SDL survey and via threaded discussions on web forums. Follow-up interviews also helped triangulate the data. Those students who accessed the TMIS had significantly higher levels of academic performance than control group students. There were also significant differences in motivation and proclivity to be self-directed learners, with higher levels for treatment group students than control group students. These findings suggest that systematically designed technology-mediated instructional strategies can positively effect motivation, performance, and self-directed learning. Further, new technologies such as the PDA can help improve the efficiency of delivering such strategies. Suggestions for future empirical research are presented.
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