{"id":6,"date":"2018-10-30T17:46:34","date_gmt":"2018-10-30T21:46:34","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/arcanddl\/2018\/10\/30\/appendix\/"},"modified":"2018-11-17T14:42:08","modified_gmt":"2018-11-17T19:42:08","slug":"appendix","status":"publish","type":"back-matter","link":"https:\/\/pressbooks.bccampus.ca\/arcanddl\/back-matter\/appendix\/","title":{"raw":"References","rendered":"References"},"content":{"raw":"

References<\/h1>\r\n
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Angelo, T. A. (2017). Assessing motivation to improve learning: Practical applications of Keller's MVP model and arcs-v design process. New Directions for Teaching and Learning<\/i>, 2017<\/i>(152), 99\u2013108. https:\/\/doi.org\/10.1002\/tl.20272<\/a><\/div>\r\n
Bohlin, R., & Milheim, W. D. (1994). Application of an adult motivational design instructional model, 12.<\/div>\r\n
Franklin, J. L. (2017). Mvp and instructional systems design in online courses. New Directions for Teaching and Learning<\/i>, 2017<\/i>(152), 39\u201352. https:\/\/doi.org\/10.1002\/tl.20267<\/a><\/div>\r\n
\r\n
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Hinshaw, S. (2018). Children\u2019s Mental Health Part A: The Influence of Behavioural Inhibition, Attention, and Impulsivity<\/i>. Alberta. Retrieved from https:\/\/training.albertafamilywellness.org\/#\/courses\/course\/70cf456d-7100-488e-8a70-fab224bfaf4b<\/a><\/div>\r\n \r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n
Huang, B., & Hew, K. F. (2016). Measuring learners\u2019 motivation level in massive open online courses. International Journal of Information and Education Technology<\/i>, 6<\/i>(10), 759\u2013764. https:\/\/doi.org\/10.7763\/IJIET.2016.V6.788<\/a><\/div>\r\n
\r\n
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Immordino-Yang, M. H. (2016). Emotions, learning, and the brain: Exploring the educational implications of affective neuroscience<\/i>. New York, NY: W W Norton & Co.<\/div>\r\n<\/div>\r\n
\r\n
\r\n
Immordino-Yang, M. H., & Gotlieb, R. (2017). Embodied brains, social minds, cultural meaning: Integrating neuroscientific and educational research on social-affective Development. American Educational Research Journal<\/i>, 54<\/i>(1_suppl), 344S-367S. https:\/\/doi.org\/10.3102\/0002831216669780<\/a><\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n
Juan, Y.-K., Chao, T.-W., Juan, Y.-K., & Chao, T.-W. (2015). Game-based learning for green building education. Sustainability<\/i>, 7<\/i>(5), 5592\u20135608. https:\/\/doi.org\/10.3390\/su7055592<\/a><\/div>\r\n
Keller, J. (2000). How to integrate learner motivation planning into lesson planning: The arcs model approach, 17.<\/div>\r\n
Keller, J. (2008). An integrative theory of motivation, volition, and performance. Technology, Instruction, Cognition & Learning<\/i>, 6<\/i>(2), 79\u2013104.<\/div>\r\n
Keller, J. (2011, October 11). ARCS: A conversation with John Keller - youtube [Video]. Retrieved from https:\/\/www.youtube.com\/watch?v=E1ugbX2EKN0<\/a><\/div>\r\n
Keller, J. M. (1979). Motivation and instructional design: A theoretical perspective. Journal of Instructional Development<\/i>, 2<\/i>(4), 26\u201334. https:\/\/doi.org\/10.1007\/BF02904345<\/a><\/div>\r\n
Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development<\/i>, 10<\/i>(3), 2. https:\/\/doi.org\/10.1007\/BF02905780<\/a><\/div>\r\n
Keller, J. M. (2008). First principles of motivation to learn and e3-learning. Distance Education<\/i>, 29<\/i>(2), 175\u2013185. https:\/\/doi.org\/10.1080\/01587910802154970<\/a><\/div>\r\n
Keller, J. M. (2009). Motivational design for learning and performance: the ARCS model approach<\/i> (1st ed). New York: Springer.<\/div>\r\n
Keller, J. M. (2017). The MVP model: Overview and application. New Directions for Teaching and Learning<\/i>, 2017<\/i>(152), 13\u201326. https:\/\/doi.org\/10.1002\/tl.20265<\/a><\/div>\r\n
Keller, J. M., & Suzuki, K. (2004). Learner motivation and e-learning design: A multinationally validated process. Journal of Educational Media<\/i>, 29<\/i>(3), 229\u2013239.<\/div>\r\n
Keller, J. M., & Syracuse Univ., N. S. of E. (1983). Use of the arcs model of motivation in teacher training. Idd&e working paper no. 10<\/i>.<\/div>\r\n
Li, K. (2017). Motivational design in chemistry MOOCs: Applying the ARCS model. in Online Approaches to Chemical Education<\/i> (Vol. 1261, pp. 35\u201345). American Chemical Society. https:\/\/doi.org\/10.1021\/bk-2017-1261.ch003<\/a><\/div>\r\n
Li, K., & Keller, J. M. (2018). Use of the ARCS model in education: A literature review. Computers & Education<\/i>, 122<\/i>, 54\u201362. https:\/\/doi.org\/10.1016\/j.compedu.2018.03.019<\/a><\/div>\r\n
Loorbach, N., Peters, O., Karreman, J., & Steehouder, M. (2015). Validation of the instructional materials motivation survey (IMMS) in a self-directed instructional setting aimed at working with technology: Validation of the IMMS. British Journal of Educational Technology<\/i>, 46<\/i>(1), 204\u2013218. https:\/\/doi.org\/10.1111\/bjet.12138<\/a><\/div>\r\n
McMahon, M. (2013). Keller\u2019s ARCS model. Research Starters: Education (Online Edition)<\/i>.<\/div>\r\n
McQuain, B., Neill, M., Sammons, D., & Coffland, D. (2016). Using an appreciative inquiry approach to enhance intrinsic motivation in higher education courses. AI Practitioner<\/i>, 18<\/i>(4), 77\u201383. https:\/\/doi.org\/10.12781\/978-1-907549-29-8-13<\/a><\/div>\r\n
Reynolds, K. M., Roberts, L. M., & Hauck, J. (2017). Exploring motivation: integrating the ARCS model with instruction. Reference Services Review<\/i>, 45<\/i>(2), 149\u2013165. https:\/\/doi.org\/10.1108\/RSR-10-2016-0057<\/a><\/div>\r\n
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\r\n
Song, S. H., & Keller, J. M. (1999). The ARCS model for developing motivationally-adaptive computer-assisted instruction<\/i> (Conference Paper) (p. 5). Houston.<\/div>\r\n<\/div>\r\n<\/div>\r\n
Zakrajsek, T. M. (2017). The MVP model as an organizing framework for neuroscience findings related to learning. New Directions for Teaching and Learning<\/i>, 2017<\/i>(152), 27\u201337. https:\/\/doi.org\/10.1002\/tl.20266<\/a><\/div>\r\n \r\n\r\n<\/div>\r\n<\/div>\r\n \r\n\r\n<\/div>","rendered":"

References<\/h1>\n
\n
\n
\n
Angelo, T. A. (2017). Assessing motivation to improve learning: Practical applications of Keller’s MVP model and arcs-v design process. New Directions for Teaching and Learning<\/i>, 2017<\/i>(152), 99\u2013108. https:\/\/doi.org\/10.1002\/tl.20272<\/a><\/div>\n
Bohlin, R., & Milheim, W. D. (1994). Application of an adult motivational design instructional model, 12.<\/div>\n
Franklin, J. L. (2017). Mvp and instructional systems design in online courses. New Directions for Teaching and Learning<\/i>, 2017<\/i>(152), 39\u201352. https:\/\/doi.org\/10.1002\/tl.20267<\/a><\/div>\n
\n
\n
\n
Hinshaw, S. (2018). Children\u2019s Mental Health Part A: The Influence of Behavioural Inhibition, Attention, and Impulsivity<\/i>. Alberta. Retrieved from https:\/\/training.albertafamilywellness.org\/#\/courses\/course\/70cf456d-7100-488e-8a70-fab224bfaf4b<\/a><\/div>\n

 <\/p>\n<\/div>\n<\/div>\n<\/div>\n

Huang, B., & Hew, K. F. (2016). Measuring learners\u2019 motivation level in massive open online courses. International Journal of Information and Education Technology<\/i>, 6<\/i>(10), 759\u2013764. https:\/\/doi.org\/10.7763\/IJIET.2016.V6.788<\/a><\/div>\n
\n
\n
Immordino-Yang, M. H. (2016). Emotions, learning, and the brain: Exploring the educational implications of affective neuroscience<\/i>. New York, NY: W W Norton & Co.<\/div>\n<\/div>\n
\n
\n
Immordino-Yang, M. H., & Gotlieb, R. (2017). Embodied brains, social minds, cultural meaning: Integrating neuroscientific and educational research on social-affective Development. American Educational Research Journal<\/i>, 54<\/i>(1_suppl), 344S-367S. https:\/\/doi.org\/10.3102\/0002831216669780<\/a><\/div>\n<\/div>\n<\/div>\n<\/div>\n
Juan, Y.-K., Chao, T.-W., Juan, Y.-K., & Chao, T.-W. (2015). Game-based learning for green building education. Sustainability<\/i>, 7<\/i>(5), 5592\u20135608. https:\/\/doi.org\/10.3390\/su7055592<\/a><\/div>\n
Keller, J. (2000). How to integrate learner motivation planning into lesson planning: The arcs model approach, 17.<\/div>\n
Keller, J. (2008). An integrative theory of motivation, volition, and performance. Technology, Instruction, Cognition & Learning<\/i>, 6<\/i>(2), 79\u2013104.<\/div>\n
Keller, J. (2011, October 11). ARCS: A conversation with John Keller – youtube [Video]. Retrieved from https:\/\/www.youtube.com\/watch?v=E1ugbX2EKN0<\/a><\/div>\n
Keller, J. M. (1979). Motivation and instructional design: A theoretical perspective. Journal of Instructional Development<\/i>, 2<\/i>(4), 26\u201334. https:\/\/doi.org\/10.1007\/BF02904345<\/a><\/div>\n
Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development<\/i>, 10<\/i>(3), 2. https:\/\/doi.org\/10.1007\/BF02905780<\/a><\/div>\n
Keller, J. M. (2008). First principles of motivation to learn and e3-learning. Distance Education<\/i>, 29<\/i>(2), 175\u2013185. https:\/\/doi.org\/10.1080\/01587910802154970<\/a><\/div>\n
Keller, J. M. (2009). Motivational design for learning and performance: the ARCS model approach<\/i> (1st ed). New York: Springer.<\/div>\n
Keller, J. M. (2017). The MVP model: Overview and application. New Directions for Teaching and Learning<\/i>, 2017<\/i>(152), 13\u201326. https:\/\/doi.org\/10.1002\/tl.20265<\/a><\/div>\n
Keller, J. M., & Suzuki, K. (2004). Learner motivation and e-learning design: A multinationally validated process. Journal of Educational Media<\/i>, 29<\/i>(3), 229\u2013239.<\/div>\n
Keller, J. M., & Syracuse Univ., N. S. of E. (1983). Use of the arcs model of motivation in teacher training. Idd&e working paper no. 10<\/i>.<\/div>\n
Li, K. (2017). Motivational design in chemistry MOOCs: Applying the ARCS model. in Online Approaches to Chemical Education<\/i> (Vol. 1261, pp. 35\u201345). American Chemical Society. https:\/\/doi.org\/10.1021\/bk-2017-1261.ch003<\/a><\/div>\n
Li, K., & Keller, J. M. (2018). Use of the ARCS model in education: A literature review. Computers & Education<\/i>, 122<\/i>, 54\u201362. https:\/\/doi.org\/10.1016\/j.compedu.2018.03.019<\/a><\/div>\n
Loorbach, N., Peters, O., Karreman, J., & Steehouder, M. (2015). Validation of the instructional materials motivation survey (IMMS) in a self-directed instructional setting aimed at working with technology: Validation of the IMMS. British Journal of Educational Technology<\/i>, 46<\/i>(1), 204\u2013218. https:\/\/doi.org\/10.1111\/bjet.12138<\/a><\/div>\n
McMahon, M. (2013). Keller\u2019s ARCS model. Research Starters: Education (Online Edition)<\/i>.<\/div>\n
McQuain, B., Neill, M., Sammons, D., & Coffland, D. (2016). Using an appreciative inquiry approach to enhance intrinsic motivation in higher education courses. AI Practitioner<\/i>, 18<\/i>(4), 77\u201383. https:\/\/doi.org\/10.12781\/978-1-907549-29-8-13<\/a><\/div>\n
Reynolds, K. M., Roberts, L. M., & Hauck, J. (2017). Exploring motivation: integrating the ARCS model with instruction. Reference Services Review<\/i>, 45<\/i>(2), 149\u2013165. https:\/\/doi.org\/10.1108\/RSR-10-2016-0057<\/a><\/div>\n
\n
\n
Song, S. H., & Keller, J. M. (1999). The ARCS model for developing motivationally-adaptive computer-assisted instruction<\/i> (Conference Paper) (p. 5). Houston.<\/div>\n<\/div>\n<\/div>\n
Zakrajsek, T. M. (2017). The MVP model as an organizing framework for neuroscience findings related to learning. New Directions for Teaching and Learning<\/i>, 2017<\/i>(152), 27\u201337. https:\/\/doi.org\/10.1002\/tl.20266<\/a><\/div>\n

 <\/p>\n<\/div>\n<\/div>\n

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