Date Presented 03/28/20
This study tested the effectiveness of instruction designed to reduce cognitive load under task- and performance-incentive conditions to understand the effects of achievement incentives on instructional effectiveness. Findings exemplified the importance of matching desired achievement levels with suitable curricular incentives and learner goal orientation, as the benefits of effective instructional design may only be known when combined with learner motivation to achieve educational outcomes.
Primary Author and Speaker: Fredrick Pociask
Additional Authors and Speakers: Rosanne DiZazzo-Miller
Contributing Authors: Diane Adamo
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