A case study of motivational design(2)

初秋 发表于 2004-12-2 13:54:00
Courseware
Using the hardware and software described above, the core of this project is to plan and produce courseware, by which the contents and flows of the study materials are represented. Courseware follows a grand story to investigate the secret of Aunt Mariko by finding out the location a photo was taken. The old photo shows young Aunt Mariko standing by a river, who was studying in the United States. Depending upon the correctness of choices in the adventure, the user will see different endings (solve or falsely solve the mystery) or will not be able to see the ending at all and be forced out in the midst of the adventure (timeout).
使用上述硬件和软件，这个项目的核心就是计划射生产课件，用于展示学习材料的内容与进程。课件根据一个伟大的故事通过发现一张所拿照片的位置调查阿姨的秘密。这张老照片显示年轻的阿姨站在河边。根据在这个冒险活动中的不同选择，使用者将看到不同的结果。（解决或不能解决疑惑）或者根本就不能看到结果，而在中途被逐出。
In the quest for the secret of aunt Mariko, the user of the program has to listen to English conversations, in order to select a better answer in return. The choices consist of either ‘guesses‘ of what was heard, or ‘actions‘ to advance the situation. By doing so, the user is expected to develop his or her listening comprehension skill, which is the educational objective of this courseware in the cognitive sense.
在探索秘密的过程中，程序的使用者不得不聆听英语对话，以便能够选择正确的答案。这些选择包括对所听的猜测，以及推进进程的行为。通过这种做法，就有可能发展使用者的听力技能，也就是在认知领域的教育目标。
For the choices based on a misunderstanding of what a character of the scene said, the program does not answer by saying "No, the correct answer is such and such". However, the program either branches to an additional happening and branches back to the original scene, or asks the user to try to listen again by re-presenting the question slower. This brings the user repetitive opportunities to listen to the same questions, with a time penalty. For those who often fail to make best choices, they will run out of time to complete required quests. Then they would be forced out from the program and must start over again from the beginning, to get repetitive chances of listening.
因为这些选择是基于对景象特征所描述的误解，这个程序不可能获得“不对，争取答案是、、、”的答案。该程序或者指向一个附加的状况，或者回到原来的屏幕，或者让使用者去设法再听一遍对刚刚呈现问题的慢放。这就给使用者提供了一些反复聆听相同问题的机会，只是浪费了一些时间。对于那些经常不能找到正确答案的学生来说，他们将会超时。那么他们就会从程序中被迫出来，必须重新启动，从开始继续，继续进行重复的听力练习。
The second educational objective is to prevent the user from becoming bored of or feeling forced into the repetitive training of English conversation. This objective deals with the affective aspect of learning, especially with motivational concerns. It is expected that by making an English student to amateur investigator, the perceived goal of the courseware would become not to study English but to have fun of solving the Mariko‘s secret. Any improvement of listening comprehension skill would then become almost a byproduct of having fun with this "entertainment", where boredom is no longer the issue.
第二个教育目标就是要防止使用者对英语对话的重复训练感到厌烦或感觉被动（被迫）。这个目标是关于学习的情感方面的，尤其是与动机相关。我们所期望的是，通过让一个英语学习者充当调查者，来使这种课程的目标不再是学习英语，而是解决困难的游戏。听力技巧的提高就将成为一种娱乐游戏的副产品，从而这种厌倦也就不再成为问题了。
In order to come closer to the mystery of the aunt Mariko, the user of the courseware take a role of our hero Ken‘ichi, who lives in a dormitory of an American university and is asked by his uncle (Mariko‘s husband and his financial supporter) to find out the secret in 5 days. Each day is filled up with an adventure an American college student‘s everyday life, such as a surprise party, a date with Sari, and making a phone call to reserve a dinner party at a Chinese restaurant. Depending on how well the user performed on the previous day, a chance to challenge for a clue to the mystery will become available, such as searching the aunt‘s name at the alumni association and doing an interview with whom Mariko may have been acquainted. On the final day, Ken‘ichi will be told by his uncle the real reason of his asking Ken‘ichi to investigate the secret, the reason being different depending on the total score of the quest, or he would be cut out the financial support if the performance were too low.
为了能够更加接近阿姨的秘密，课件的使用者扮演了我们住在美国大学宿舍中的英雄角色，并且，他的叔叔要求他在5天之内找到这个秘密。每一天都充满了冒险，例如一场惊奇的聚会，一个约会，和打一个电话在中国餐馆的晚餐电话等。根据使用者前几天的表现，就会获得一次对秘密线索进行挑战的机会，例如在毕业组织中寻找阿姨的姓名，和对阿姨可能认识的人进行采访等。在最后一天，叔叔就会告知这个英雄，他让他来调查秘密的真正原因，根据探险总数的不同原因也会有所区别，或者如果成绩太差，他就会缩减所提供的财政支持。
MOTIVATIONAL DESIGN
The ARCS motivational design model
The presenter (first author) of this paper was brought into the project because of his background in motivational design, particularly the use of the ARCS model originated by Keller (1983; 1984). The ARCS model of motivational design suggests four basic categories of motivational strategies: gaining and sustaining ATTENTION, establishing perceived RELEVANCE of instruction, building CONFIDENCE in succeeding the given task, and providing with SATISFACTION for the consequences of the effort put into the learning. The name of the ARCS represents these four basic categories.
第一作者由于其动机设计的背景，尤其是使用凯勒提出的ARCS模式二进入了这个项目。动机设计模式提出了四个动机策略的类别，激发和保持注意，建立教学的相关，建立成功完成任务的自信，对投入到学习中的努力的结果提供满足。
Numerous strategies have been suggested in various instructional settings such as classroom activity planning, message design, textbook enhancement, and computer courseware design (Keller, 1984; Keller & Burkman, 1993; Keller & Kopp, 1987; Keller & Suzuki, 1988). The model has become well known due to its applicability to any forms of instruction, and its comprehensive structure addressing psychological research literature (Newby, 1991).
在各种各样的教学环境中，例如教师活动计划，信息设计，课本提高辅导，计算机课件设计等，已经提到了无数的策略。这个模式以其用于任何教学形式，及其以心理研究文学为根基富有理解性的结构已经成为了的著名线索。
Motivational Analysis of the Product
The characteristics of the product "The secret of Aunt Mariko" have been analyzed according to the four basic categories of the ARCS model, as shown in Table 1. This summary is based on the comments from the originator of the ARCS model in September 1992 to a prototype product, with some additions from an analysis of the final product in February 1993 by the Theory Team of the project.
---根据这四个特征对这个产品进行分析，如图一。这个总结是基于从1992年这一模式的发起到原型产品，以及从项目理论组1993年2月对最终产品的分析的评论所作。
Table 1. Insert about here
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Process of Motivational Design
It is apparent in Table 1 that many motivational strategies can be identified in all of the ARCS four categories. However, as Keller suggests, it is not the best way of motivational enhancement to adopt as many strategies as possible. In stead, inclusion of the strategies should be selective, in order to fit the motivational characteristics brought by the learner, the task, and the learning environment. The notion of systematic motivational design comes in to play an important role in this regard.
许多动机策略能够根据四个类别进行定义。然而，正象凯勒所说，尽可能多的采纳各种策略不是动机激发的最好方式，相反，所包含的策略应当具有选择性，为了使提出的动机特性与学习者、任务和学习环境相匹配。在这个意义上说系统的动机设计概念的得出是非常重要的。
In the course of the systematic process of defining, designing, developing, and piloting an instructional material, Keller (1987) suggests 12 phases or activities of motivational design. Among these there are the three important activities; that is, audience analysis, selective adoption of motivational strategies, and formative evaluation and revision of the material.
在定义、设计、开发和试用一个教学材料系统过程中，凯勒提出了动机设计的12个方面或是12个活动。其中又三个重要的活动，即受众分析，动机策略的选择性采纳和对材料的形成行评价与修订。
Audience analysis refers to making a learner profile as to how appealing the instruction would be, based on the ARCS four categories. This provides a basis for the selective adoption of motivational strategies, where relative emphasis of motivational enhancement is judged to match learners‘ profile. For example, if the learners are expected to be anxiously waiting for the instruction, then strategies for getting Attention will be omitted because they would be unnecessary. If, on the other hand, the learners are forced to be "captive audience", then Attention strategies will be necessary to prevent the learners from thinking something else in the air.
受众分析指出基于四个种类，根据教育怎样又吸引力来分析学习者。这对于动机策略的选择性采纳提供了一个基础，从而判断动机强化的相对焦点与学习者的特征是否相匹配。例如，如果期待学习者只是焦急地等待教学，那么获取注意的策略就将被忽略，因为他们不是必需的。如果，学习者被迫成为被动受众，那么注意策略将变得非常重要以防止学习者走神。
The third of the important activities is formative evaluation and revision of instructional materials using empirical data. It should be noted that the summary of motivational characteristics shown in Table 1 is merely a theoretical observation, which suggests possible motivational effects of the product. Actual effects can only be examined with empirical data from courseware evaluation, as shown later in this paper.
重要活动的第三个就是应用经验数据对教学材料进行形成性的评价和修订。在表一中所呈现的动机特征的归纳紧紧是一种理论性的观察，这将暗示产品可能的动机效应。实际效应只能从课件的评价，如下所示中以经验型的数据进行检验。
Despite of the recommended procedures of motivational design described above, the motivational design in this project came into a play almost post hoc, trying to interpret the ideas formulated by the project‘s Development Team with expertise and experiences of producing commercially well-known TV games. Table 2 shows some observations of the design and development procedures of the project in terms of motivation design.
---尽管上面描述的动机设计推荐程序，但是，这个项目中的动机设计得出了一个几乎能够公开的剧目，它设法阐释了由项目开发和专家形成的看法以及生产商业著名的电视节目的经验。表二表明了一些从东机设计角度对该项目的程序设计和开发的观察。
Table 2. Insert about here
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The notion of motivation design and the ARCS model‘s categories and strategies did help clarifying the goal of the project and various means to that end, it was how far the contributions from this Theory Team could go in this particular case. In other words, the role of theoretical notions was more descriptive than prescriptive, not suggesting the best of the alternatives from the theory, but trying to explain, using the theory, why the experts took certain actions .
动机设计的观念和ARCS模式的分类与策略确实有助于阐明该项目的目标和多种实现目目标的渠道，这就是在这个特定项目中理论组所做的贡献。换句话说，理论观念的指责更具描述性和说明性，并不