Resumen de Conflict and Motivation in Instructional Design
This article discusses the concept of conflict in relation to motivation and its implications for instructional design. Research is reviewed which indicates that motivation is enhanced by the use of conflict which encourages people to react in non‐routine ways. When instruction is simplified through design processes, it may well decrease student motivation. These ideas are discussed in terms of the TOTE unit (Miller, Gallanter, and Pribram, 1960), Piaget's research on learning, and the use of ‘conceptual conflict’ by Berlyne (1965). The article concludes that instructional design must provide for the trade‐off between learning variables and motivational variables in instructional design.
