Applying Motivational Design Tactics and Strategies to a Self-directed Online Professional Development Course
Abstract: The purpose of this study was to examine the effects of motivational design tactics and strategies on adult learners’ perception and learning in a professional development online self-directed course. Specifically, it attempted to answer the following questions: • Would including motivational tactics in the course improve learners’ motivation, attitude and satisfaction? • Would including motivational tactics in the course enhance learning and increase learners’ engagement with learning materials? Keller’s (2008) motivational design model was used as a framework to (1) analyze the design of an existing self-directed online course for in-service teachers’ professional development, (2) identify the critical motivational components missing in the design and deployment of the course materials, (3) redesign the course materials by integrating Keller’s motivational and self-regulation learning strategies, and (4) assess whether the changes improve adult learners’ motivation, attitude, satisfaction and learning.
Presider: Joyce Johnston, George Mason University