Paper Info
Title
The Effects Of An Intrinsically Motivating Instructional Environment On Software Learning And Acceptance
Abstract
The most important goal of computer software training and interface design has been to help users learn and use software effectively. While research has provided useful information about how to achieve this outcome, it appears to have overlooked the contribution that 'fun' and 'motivation' can add to learning. This study develops and tests a model of the relationship between intrinsically motivating software instruction and two outcome variables - learning performance and perceived ease of software use. The researchers manipulated two design variables to create learning environments that were either high or low in intrinsic motivation. One variable, the computer interface, consisted of either a direct manipulation interface (the Macintosh Finder), defined as being high in intrinsic motivation, or a command-based interface (disk operating system - DOS), which was less motivating. The second design variable, training method, also consisted of two categories - exploration training (more motivating) and instruction-based training (less motivating). Additionally, the study evaluated the motivational impact of one individual characteristic - cognitive spontaneity, Results of a laboratory experiment indicated that subjects using the direct manipulation interface found the learning experience more intrinsically motivating and performed better in hands-on computer tasks than in command-based subjects. Also, subjects who were high in cognitive spontaneity were more likely to report the learning experience as intrinsically motivating. Learners who reported high levels of intrinsic motivation performed better in hands-on tasks than those who did not, and perceived the software as easier to use. Exploration training, however, failed to exhibit a positive relationship to intrinsic motivation. These results suggest that an intrinsically motivating instructional environment can lead to improved software learning and performance. This is explained in terms of four key dimensions spanning multiple theories of intrinsic motivation: challenge, curiosity, control and fantasy.
Year
DOI
Venue
1994
10.1111/j.1365-2575.1994.tb00040.x
INFORMATION SYSTEMS JOURNAL
Keywords
Field
DocType
end-user, human-computer interaction, interface, motivation, training
Curiosity,End user,Computer science,Dummy variable,Direct manipulation interface,Knowledge management,Disk operating system,Software,Cognition,Interface (computing)
Journal
Volume
Issue
ISSN
4
1
1350-1917
Citations 
PageRank 
References 
7
1.16
11
Authors
2
Name
Order
Citations
PageRank
S. Davis171.16
R. Bostrom228347.09