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AbstractUntil now, the matching of teaching processes to cognitive aspects of learning has been in the foreground of discussions in the field of computer-assisted instruction (CAI). There has been little effort to match teaching processes to the motivational dynamics of the learners. This study will attempt to show how theories and empirical findings of research on motivation can be integrated in a formal model in order to describe and predict motivation within the framework of motivationally adaptive computer-assisted instruction. This article begins with a discussion of problems in CAI and the reasons for these problems. The middle section of this article contains the theoretical basis for the study, which includes the components of a formal model to be implemented as a computer simulation. This article concludes with an example of how computer simulation can represent and predict motivational processes in instructional situations.Keywords: computer-assisted instructionmotivationsimulation
Astleitner et al. (Wed,) studied this question.
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