Use a systematic instructional design process (ADDIE) with a motivational model to diagnose and address motivational problems

Design Process · All design processes
Evidence · 2 claims (1 mixed, 1 against) · 2 studies (1 associational, 1 design), q1–q2 · 1 of 2 report an effect size · 2 claims rest on one study

Description

The article argues motivational studies lack systematicity and linkage between theory and practice, and proposes pairing a generic instructional design process with a motivational model: "The ADDIE process is geared towards solving instructional problems in five general steps" — analysis, design, development, implementation, and evaluation. Triangulating quantitative IMMS frequencies with coded qualitative data identifies which instructional components influence which ARCS components, making motivational interventions diagnosable and evaluable.

Design Implications

Context

Requirements

• A motivational model with practical instruments (e.g., ARCS with IMMS) must accompany the problem-solving process

Constraints

• Effective implementation poses considerations when migrating from developmental research to a more replicable research design

Target Learners

• first-year engineering students

Target Learning Objectives

• improving learning motivation in computer-based instruction

Claims

• ARCS motivation did not significantly predict behavioral intention but exerted a strong direct effect on use behavior, dominating its explanation [~W]
• The article's supporting evidence is anecdotal and qualitative; empirical studies of impact on persistence, self-efficacy, and course climate are needed [-W]

Related Principles

Examples

-

Key Sources

• David Wenhao Huang, Hans Aagard, Heidi Diefes-Dux. (2004). 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. https://eric.ed.gov/?id=ED485015

Page metadata

Field	Value
type	process
id	addie-arcs-systematic-motivational-intervention-process
title	Use a systematic instructional design process (ADDIE) with a motivational model to diagnose and address motivational problems
description	The article argues motivational studies lack systematicity and linkage between theory and practice, and proposes pairing a generic instructional design process with a motivational model: "The ADDIE process is geared t...
status	review
generated	by process:wiki-ingest on 2026-10-02
trust	unverified — no one has confirmed this page's content
sources	1 — david-wenhao-huang-2004

Frontmatter is the page's machine-readable record — see the Schema & Guide.