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

You do not currently have access to this content.