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Use of the Systems Approach to Training Design and Delivery in Japanese Corporations.
Keller, John M.; Taguchi, Mina – Performance Improvement Quarterly, 1996
Surveyed 45 Japanese corporations to determine common training methods and use of systematic design and development processes. Results indicate that overall there was more internal classroom training than on-the-job training and that only two of the companies had a formal, systematic approach to instruction design and development. (JMV)
Descriptors: Classrooms, Corporations, Instructional Design, Instructional Development
Use of the ARCS Model of Motivation in Teacher Training. IDD&E Working Paper No. 10.
Keller, John M. – 1983
This paper presents the ARCS model, which is a research-based systematic design model that interfaces with typical instructional design and development models to improve the motivational appeal of instructional materials, of instructor behavior, and of the way in which lessons (or modules) and courses are designed. The description of the model,…
Descriptors: Inservice Teacher Education, Instructional Design, Instructional Development, Learning Strategies
Development and Use of the ARCS Model of Motivational Design.
Keller, John M. – 1983
This discussion of the development and use of the ARCS model, a system for improving the motivational appeal of instructional materials, instructor behavior, and course/lesson design, begins by considering the need for a such a system. Noting that research on motivation is included in several different research fields and theoretical orientations,…
Descriptors: Educational Theories, Elementary Secondary Education, Inservice Teacher Education, Instructional Development
Effectiveness of Motivationally Adaptive Computer-Assisted Instruction on the Dynamic Aspects of Motivation.
Peer reviewed Peer reviewed
Song, Sang H.; Keller, John M. – Educational Technology Research and Development, 2001
Examines the effects of a prototype of motivationally-adaptive computer-assisted instruction (CAI). Findings indicate CAI can be designed to be motivationally adaptive to respond to changes in learner motivation that may occur over time. Results also illustrate that the ARCS (attention, relevance, confidence, satisfaction) model can be useful and…
Descriptors: Computer Assisted Instruction, Computer Uses in Education, Educational Development, Instructional Design
Training in Japan: The Use of Instructional Systems Design.
Taguchi, Mina; Keller, John M. – 1992
This study investigated the kinds of training conducted in Japanese companies and the degree to which instructional systems design (ISD) is implemented. A random sample of 12 Japanese companies in the banking, automobile manufacturing, electrical machinery, wholesale stores, insurance and securities, and transportation industries were surveyed; a…
Descriptors: Foreign Countries, Futures (of Society), Industrial Training, Instructional Development
The ARCS Model for Developing Motivationally-Adaptive Computer-Assisted Instruction.
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Song, Sang H.; Keller, John M. – 1999
This study examined the effects of a prototype of motivationally-adaptive CAI (Computer Assisted Instruction), developed in accordance with the ARCS (Attention, Relevance, Confidence, Satisfaction) model of motivational design, on achievement, perceived motivation (both overall motivation and for each of the ARCS components), efficiency, and…
Descriptors: Academic Achievement, Attention, Biology, Comparative Analysis