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
نویسندگان
چکیده
This article describes the purpose, development, and implementation of a cognitive-based instructional intervention and its impact on learning motivation. The study was conducted in a programming-based problemsolving course for first-year engineering students. The results suggest that the instructional intervention developed based on the hierarchical analysis of intellectual skills development and partial-to-whole learning task approach has significant correlation with the Satisfaction component of ARCS Motivational Design Model.
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