The DOI matches its Crossref record.
Instructional Design Theories and Models
Abstract
Instructional Design Theories and Models is a thorough yet concise overview of eight of the most comprehensive and best-known attempts to integrate knowledge about effective and appealing instruction. Chapters were written by the original theorists to provide a more accurate and behind-the-scenes look at the theories' development. Instructional Des
Overview
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In the citing paper
“Our study was guided by the elaboration theory, developed by Reigeluth and colleagues in 1983, which proposes that the design of educational content must follow a sequence from simple to complex.21”
In the citing paper
“The instructor organises and delivers the educational material to suit the learners’ needs and help achieve the desired learning outcomes.21”
In the citing paper
“Furthermore, Reigeluth and Stein proposed that learners’ motivation to accomplish a predetermined objective is crucial for acquiring knowledge and skills.21”
Citations
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Sorted by citations
Skinner, E. A., & Belmont, M. J. (1993) · Journal of Educational Psychology · doi:10.1037/0022-0663.85.4.571 · Cited by 3,428
“A comprehensive model suggested by Keller (1983) includes four basic strategies: attention focusing, relevance, confidence building, and satisfaction.”
BackgroundGames, Motivation, and Learning: A Research and Practice Model
Garris, R. D., Ahlers, R. H., & Driskell, J. E. (2002) · Simulation & Gaming · doi:10.1177/1046878102238607 · Cited by 3,480
Development and use of the ARCS model of instructional design
Keller, J. M. (1987) · Journal of Instructional Development · doi:10.1007/bf02905780 · Cited by 2,332
Design-based research and technology-enhanced learning environments
Wang, F., & Hannafin, M. J. (2005) · Educational Technology Research and Development · doi:10.1007/bf02504682 · Cited by 2,634
Toward a design theory of problem solving
Jonassen, D. H. (2000) · Educational Technology Research and Development · doi:10.1007/bf02300500 · Cited by 2,114
Metadata
- Authors
- Reigeluth, C. M.
- Corresponding author
- Charles M. Reigeluth
- ORCID
- Charles M. Reigeluth
- Venue
- Routledge eBooks
- Publisher
- Routledge
- Published
- 1983-11-01
- OpenAlex
- W1493910332
- Cited by
- 2,192
- References
- 0
- Citations by year
- 2026: 12 · 2025: 20 · 2024: 45 · 2023: 49 · 2022: 49 · 2021: 61 · 2020: 69 · 2019: 75 · 2018: 91 · 2017: 56 · 2016: 68 · 2015: 94 · 2014: 80 · 2013: 95 · 2012: 86
- FWCI
- 14.72
- Type
- book
- Language
- en
- Open access
- closed
- Locations
- Routledge eBooks (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Educational Assessment and Pedagogy
- Keywords
- instructional design theory, instructional design model, teaching effectiveness, history of instructional design
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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