Sub-Badge 3: Design Instructional Interventions
Design and Development
Challenge 1: Apply appropriate motivational design principles
Criteria for successful completion of this challenge: Criteria for successful completion of this challenge: Evidence of creating instructional materials, assessments, or design choices based on motivational theories (Keller’s ARC Model, social cognitive theories, goal theory, expectancy-value theory, attribution theory, other motivational theory). Reflection must address: Specific example(s) of motivational design principles in your evidence and how these are applied or used in your design choices.
Example: Motivation Evaluation Instrument, Final Project, or Infographic Project (EDCI 588), assessment for e-learning (EDCI 569 if taken prior to Spring 2021), discussions focused on the use of motivational theories to make design choices (EDCI 588, EDCI 572), other instructional materials created based on motivational theories (design, performance, workplace, educational, other).
Reflection
The competency I am addressing is “Apply appropriate motivational design principles” under the Design Instructional Interventions supra-badge. The artifact I am submitting is a motivational design rubric I created during EDCI 588. This rubric was developed to evaluate instructional materials through the lens of Keller’s ARCS model and reflects my ability to translate motivational theory into a practical, instructional design tool.
This artifact demonstrates a clear application of motivational theory by translating each component of Keller’s ARCS model into practical, observable criteria. For example, under the Attention category, the rubric prompts evaluators to look for varied media use, interactive elements, and dynamic pacing to sustain learner interest. In the Relevance section, it asks whether the content connects to learners’ prior experiences, interests, or job contexts, such as incorporating relatable examples or offering choices that allow learners to focus on what matters most to them. Confidence is addressed by evaluating the presence of clearly stated goals, scaffolded content, and opportunities for practice and feedback. Finally, the Satisfaction dimension includes items that look for feedback mechanisms, meaningful application opportunities, and a sense of accomplishment or enjoyment. These specific rubric items illustrate how motivational principles were not only understood but also applied in a way that can guide and assess the design of engaging learning experiences.
Before this project, I was familiar with Keller’s ARCS model conceptually, but EDCI 588 gave me the opportunity to deepen that understanding by applying it in a structured design context. In past projects, my evaluations of instructional materials focused more on clarity, accessibility, and effectiveness. Designing this rubric pushed me to expand that perspective by considering how specific design choices influence learner engagement and psychological motivation. This process helped me internalize motivational design as an essential lens in creating well-rounded instructional experiences.
This artifact is a strong fit for the motivational design challenge because it translates theoretical principles into a usable design tool. Developing the rubric helped me recognize the importance of Reflection Page 2 evaluating motivation as part of quality instructional design. If I were to revise the artifact, I might turn it into a digital checklist to streamline future evaluations. Moving forward, I plan to use this rubric when designing or reviewing learning experiences, particularly in digital and asynchronous formats, to ensure that motivation is intentionally supported from start to finish.
Artifact: EDCI 588 Motivation Instrument
Challenge 2: Apply appropriate interaction design and interactive learning principles
Criteria for successful completion of this challenge: Criteria for successful completion of this challenge: Evidence of implementing interactional pieces of design (user experience, design and balance, efficiency, understanding the interface) in the development of instructional materials. Reflection must address: Specific examples of interactional pieces in your evidence and how these specific examples work well in the design.
Example: Proposal of adding interactive instructional materials into a design, supplementing learning activities by including interactive pieces, Individual Game Document (EDCI 556), Solutions & Change Management (EDCI 528), Digital Job Aid (EDCI 566), Final Digital Prototype (EDCI 569 if taken prior to Spring 2021), Deliverables from Practicum (EDCI 573), Technology Integrated Project (EDCI 564), Final Project (EDCI 569 if taken in Spring 2021 or later) other artifacts (design, performance, workplace, educational, other) demonstrating interactive pieces added into design.
Reflection
The competency I am addressing is “Apply appropriate interaction design and interactive learning principles,” part of the Design Instructional Interventions sub-badge. The artifact I am submitting is the storyboard I developed in EDCI 569 for my Food Photography Composition Basics eLearning module. The storyboard outlines a self-paced experience in Articulate Rise that incorporates a variety of interactive elements to engage learners and reinforce visual composition techniques.
The storyboard demonstrates how interaction design was applied intentionally throughout the module. For example, in the “Rule of Thirds” screen, learners interact with a hotspot activity by clicking on different intersections of a 3x3 image grid to reveal why each point supports balanced composition. On the “Balance in Composition” screen, a second hotspot activity allows learners to analyze symmetrical and asymmetrical examples by clicking on key visual elements for immediate feedback. The “Depth & Dimension” screen features a swipe-through image gallery and a multiple-choice activity, enabling learners to compare visual depth in photographs and receive real-time responses based on their selection. Finally, in the application section, a click-to-expand self-assessment checklist prompts learners to reflect on their photo composition, tying interaction to higher-order thinking. These features were chosen to encourage exploration, reinforce visual learning, and maintain engagement without overwhelming the learner.
This project allowed me to deepen my understanding of how interactive design enhances both learner engagement and comprehension. I drew on my background in visual arts and instructional design to ensure that each interaction felt intuitive, purposeful, and closely aligned with the learning goals. Throughout the design process, I applied principles from Merrill’s model to support meaningful learning while considering accessibility, pacing, and learner autonomy. The experience strengthened my ability to create cohesive, visually engaging eLearning modules that balance structure with discovery.
This artifact demonstrates my ability to apply interaction design thoughtfully within a digital learning environment. The module successfully aligns interactivity with learning objectives, offering learners an intuitive and engaging experience through visual analysis, real-time feedback, and reflection. These interactions directly support learner comprehension and motivation, making the course more effective than a traditional static format. If I were to enhance this module further, I would consider adding branching scenarios that adapt based on the learner’s input or expanding the self-assessment into a guided peer-review activity. Overall, this project reinforced how well-designed interactivity can elevate a learning experience by supporting engagement, comprehension, and reflection.