Abstract:
In this study are presented of a disciplined inquiry into the area of motivation to learn and systematic ways of influencing learners in this regard. Attention focuses on the clinical use of motivational messages, a strategy based on Kellerr’s (1984, 1987 a&b) ARCS model. Trough this strategy learner are prompted, by means of, usually written, messages, normally delivered outside the classroom periods, to adjust their disposition to undertake learning tasks. Such messages are designed and use3d according to a systematic, replicable process. Its is defended that a naturalistic mode of inquiry is the most appropriate one for the particular research interest, and that, within that mode, a case study approach, within an embedded multiple-case perspective, is called for. Reference is made to the existing knowledge base in the area of motivational design, as well as to that of the chosen research paradigm and methodology. Three basic research interests are addressed in the study, i.e that of the validity of the strategy under consideration, the question as to how and why the messages work, and the issue of their optimality. Evidence is presented and discussed to substantiate the proposition that the motivational messages strategy worked similarly well in the case of two its applications almost three years apart. Of a total ten propositions regarding the interaction between the messages and the learners, the messages and the instructor, and the messages and the environment, nine are found substantiated and one insubstantiated in the light of the data collected. It is also argued that evidence supports the contention that the strategy adapts itself to the circumstances of its application. As to overall interpretation of the totality of phenomena discussed, the study concludes that motivational messages should not be looked upon in isolation, but as part of a more complex motivational system, in the context of which they enhance the effectiveness of the other components involved.
