Validation of the Instructional Materials Motivation Survey (<scp>IMMS</scp>) in a self‐directed instructional setting aimed at working with technology

Loorbach, Nicole; Peters, Oscar; Karreman, Joyce; Steehouder, M.F.

doi:10.1111/bjet.12138

Cited by 161 publications

(121 citation statements)

References 22 publications

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“…Keller states that if the first three principles are met, learners' overall satisfaction will be enhanced accordingly [23], [24]. The IMMS survey was designed to evaluate whether the instructional material is in line with the aforementioned principles and examine what students' motivation levels are.…”

Section: Imms Survey Instrumentmentioning

confidence: 99%

Measuring Learners’ Motivation Level in Massive Open Online Courses

Huang¹,

Hew²

2016

IJIET

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Abstract-Motivation stimulates and sustains learning behavior. It is important to understand learners' motivation, and identify whether the instructional materials can motivate or demotivate students. However, there are relatively few studies that address learners' motivation level in the newly emerged massive open online courses (MOOCs) setting. To shed light in this area, a case study on 27 MOOCs learners' motivation level was conducted. The instructional materials motivation survey (IMMS) instrument has been used to measure learners' motivation. It measures motivation from four dimensions: attention, relevance, confidence, and satisfaction (ARCS). The result showed that most participants' motivation levels were positive, and the participants were satisfied with the instructional materials provided in MOOCs. However, learners also expected improvements in some aspects.

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Section: Imms Survey Instrumentmentioning

confidence: 99%

Measuring Learners’ Motivation Level in Massive Open Online Courses

Huang¹,

Hew²

2016

IJIET

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“…The IMMS was used to measure the significant differences on learning motivation between the two groups of learners both before and after the experimental teaching. Many studies on education used the IMMS to explore the impact of different teaching methods on learning motivation (e.g., Loorbach, Peters, Karreman, & Steehouder, ; Mahle, ; Rodgers & Withrow‐Thorton, ). It consisted of 33 items and used a 5‐point Likert scale: one denoted “strongly disagree” and five denoted “strongly agree.” Cronbach's α value of reliability reached 0.782 in the pretest and 0.829 in the posttest, which exceeded the threshold recommended by Nunnally (), showing good internal consistency.…”

Section: Experimental Instrumentsmentioning

confidence: 99%

Section: Learning Motivation Questionnairementioning

confidence: 99%

Exploring the learning effectiveness of financial literacy from the microworld perspective: Evidence from the simulated transactional interactive concurrent system

Liu

Chueh

2019

Computer Assisted Learning

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Because the microworld can create a learning environment that allows learners to interact with the real world, the view of the microworld has been widely used in education and training. In this study, the simulated transactional interactive concurrent system (STICS) was used to provide an environment that simulates the stock market trading of the Taiwan Stock Exchange; the goal is to explore the effectiveness of using STICS in enhancing the financial literacy of students. This study adopts a quasi‐experimental design approach and divides students into two groups. The intervention group was made up of 42 students who learned financial knowledge aided by STICS, with a comparison group consisting of 43 students who learned with traditional lecturing and dictating methods. The study found that learners who used the STICS as an aid to learn financial knowledge had significantly better learning effectiveness than those who did not use STICS, in terms of motivation, attitude, and achievement. The intervention group also made significant improvements in average scores in learning motivation and achievement after 8 weeks of experimental teaching and learning.

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“…This study focused on the three Web 2.0 tools listed in Table III since they are among the most widely used and recognized by students for education [29]. [30] 2. This material was more difficult to understand than I would like for it to be.…”

Section: B Sampling Proceduresmentioning

confidence: 99%

“…Five-point Likert scale used to determine the participants" perspectives for the level of agreement\disagreement expressed by them on each item, in which, 1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = agree, and 5 = strongly agree. This study was used the Instructional Materials Motivation Survey (IMMS), a 36-item situational measure of motivation based on the ARCS model [30]. The IMMS measures all four ARCS Factors: attention, relevance, confidence, and satisfaction.…”

Section: Data Collection and Instrumentationmentioning

confidence: 99%

Measuring the Effect of Use Web 2.0 Technology on Saudi Students’ Motivation to Learn in a Blended Learning Environment

Bin-jomman¹,

Alkhattabi²

2018

ijacsa

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Abstract-Students' motivation to learn is the goal of the educational process around the world. There is a close link between learning outcomes and students' motivation to learn. Thus, the success of blended learning in Saudi higher education depends on not only using different teaching methods and massive expenditures on technology but also on students' motivation to learn. The main objective of this study is to measure the effect of using the Web 2.0 technology on students' motivation to learn in a blended learning environment through their attention, relevance, confidence, satisfaction inside in this environment. This study used a randomized experimental research design to examine differences in student's motivation based on their use of Web 2.0 tools in a blended environment in the Computer Science at Al-Imam Muhammad Ibn Saud Islamic University (IMSIU). This study adopted Keller's ARCS model of motivation to develop a comprehensive framework of factors that affect the use of Web 2.0 tools in blended learning environment. A questionnaire was conducted to collect data from students. Throughout our investigation, we found that there was a statistically significant difference at the level of 0.05 in overall student motivation between the experimental and control groups resulting from the using Web 2.0 tools technology. Moreover, students using Web 2.0 tools were found to exhibit a statistically significant higher degree of motivation. The results of this study can help decision makers readjust the learning strategy by realizing the importance of using Web 2.0 tools as the main platform in Saudi higher education.

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Validation of the Instructional Materials Motivation Survey (IMMS) in a self‐directed instructional setting aimed at working with technology

Cited by 161 publications

References 22 publications

Measuring Learners’ Motivation Level in Massive Open Online Courses

Measuring Learners’ Motivation Level in Massive Open Online Courses

Exploring the learning effectiveness of financial literacy from the microworld perspective: Evidence from the simulated transactional interactive concurrent system

Measuring the Effect of Use Web 2.0 Technology on Saudi Students’ Motivation to Learn in a Blended Learning Environment

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