The instructional intervention was designed to teach novice online instructors about strategies to impact students' perseverance and effort. It used instructional design theories including Gagne's events of instruction and sequencing. Interactive activities were included using Articulate Rise to elicit performance and provide feedback. Cognitive learning theory guided the use of advance organizers, chunking, and practice with feedback. Multimedia principles from communication theory guided the use of graphics, personalization, and mobile-friendly design. Motivational strategies included role play through a scenario and explaining relevance using the ARCS model. The conclusion reflected on lessons learned from designing the intervention.

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Intervention Analysis & Reflection
Dawn Adolfson, April 22, 2020
Introduction to Instructional Intervention
The topic that I chose for the instructional intervention is Perseverance and Effort. In
the Instructional Design (ID) Knowledge Base Taxonomy (Richey, Klein, & Tracey, 2011),
Perseverance and Effort is a Level 2 element categorized under the Level 1 element, learner
affective characteristics. The main domain it falls under is learners and learning processes. A
learner’s perseverance toward their long-term goals is often referred to as grit (Duckworth,
Peterson, Matthews & Kelly, 2007).
The term perseverance is often used interchangeably with persistence and refers to a
learner’s tendency and ability to complete academic tasks to the best of their ability despite
distractions, challenges, and obstacles (SRI International, 2018). A learner’s effort is the attempt
they put toward their learning and academic success. Similarly, effortful control is the
motivation and determination that a learner must complete tasks in the short term that are not
desirable but guide them to their long-term goals (SRI International, 2018).
This instructional intervention was designed for novice online instructions and
instructional designers that create online courses for college. It was primarily created in
Articulate Rise, which is the cloud-based version of Articulate Storyline. I chose this authoring
tool because I was able to export the interactive lessons to a SCORMformat and the input them
into the Canvas learning management system. I’m satisfied that I acquired this skill so that I
could use it for future course development.

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The learning objectives for this instructional intervention are: 1.) Define perseverance
and effort according to the literature, 2.) choose appropriate instructional strategies to impact
online college students' perseverance and effort.
Instructional Theory
To begin with instructional theories, one framework of instructional design that I used
to design this intervention was Gagné’s Events of Instruction. Gagné developed nine events of
instruction to assist designers with considering what to include in their lessons. He designed it
to be followed in sequential order but not every event is needed in every lesson (Richey, Klein,
& Tracey, 2011). In this instructional intervention, I used six events from this framework: gain
attention, inform learners of objectives, present content, elicit performance, provide feedback
and enhance retention and transfer. In the introduction of the intervention, I gained the
learners’ attention by creating a narrated video presenting common student stories and shortly
after I presented the learning objectives of the module. During the main body of the
intervention, I presented the content using Articulate Rise lessons embedded in Canvas pages
as SCORMfiles. Within each of these lessons, I elicited performance using interactive activities
such as organizing concepts into groups. I also designed a scenario-based activity that provides
feedback to the learner for each correct and incorrect response in the scenario. Finally, I
promoted retention and transfer by relating the strategies presented in the module to how
they apply to impacting learner perseverance and effort.
One of the six domains of the instructional design knowledge base is sequencing
(Richey, Klein, & Tracey, 2011). It is important to sequence the learning activities and content

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appropriately. Therefore, in the instructional module, I was careful to present the strategies to
the learners in a sequence they should be considered when designing online courses:
objectives, communication, and resources.
The final instructional theory strategy that I considered was the selection of the
instructional strategies. This intervention was designed for learners to work at their own pace
with the time that they had. However, learners still can interact with the content with the
interactive activities and scenario. The content was also built to be mobile friendly so that
learners can work through at their own pace with whichever device is most comfortable.
Learning Theory
Beginning with behavioral learning theory, the strategy of developing behavioral
objectives for the learners. According to Mager (1962), behavior objectives should be written in
measurable terms that describe what the learners should be able to do after completing the
instruction (Richey, Klein, & Tracey, 2011). I implemented this strategy by writing the objectives
using action verbs such as define and choose.
Cognitive learning theory considers instructional strategies to help learners obtain,
process, and use information (Richey, Klein, & Tracey, 2011). Multiple strategies and theories
that apply to instructional design emerged from cognitive learning theory. First, advance
organizers are used to present introductory content to learners in a simplified visual format. It
helps the learner to visualize the learning content, make connections, and connect to prior
learning. In this module, I designed an advance organizer that is included in the module
introduction and conclusion for the learner to review.

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The next strategy that came from cognitive learning theory is chunking. This strategy
helps learners to organize content and promote long-term retention. To do this, I chunked the
instructional content into separate lessons and multiple pages in each lesson. I could have
included all the content in one page, but that could be too overwhelming for the learners and
appear unorganized. Therefore, I used the organization I set up in the advance organizer and
chunked the content in the same way.
I designed a scenario for learners to interact with a virtual student and receive feedback
on their responses. Richey, Klein, and Tracey (2011) state that “practice coupled with feedback
has a strong impact on learning” (p.55). Practice was incorporated not only with the scenario
but also with the other interactive activities incorporated throughout the instructional module
such as group organization. The scenario specifically was created so that the learner will receive
specific feedback for every answer, both correct and incorrect. The feedback helps the learner
select appropriate responses and understand why they are correct or incorrect.
Communication & Media Theory
The first principle I used in media theory is the multimedia principle, which argues that
design should use graphics (Richey, Klein, & Tracey, 2011). I did not want to just use text in the
instructional module, therefore, I used relevant graphics, such as Bloom’s Taxonomy. Also, I
included stock images of students so that there would not just be text in the interactive pages
and in the introductory video.
The next principle that I utilized was the personalization principle, which states that
design should incorporate pedagogical agents to help the instruction feel more relatable and

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personalized. I incorporated these agents in both the introductory video and the scenario
practice. The agents were students that had various challenges related to online instruction. I
gave each agent a name and portrayed the student with a stock image. In the scenario, the
pedagogical agent’s name is Carlos and his photos were available in Articulate Rise. I was able
to use various photos of this agent with different emotions portrayed, such as happy, stressed,
or anxious, to portray different responses to the learner as they complete the scenario. If the
learner selects the correct response, Carlos will appear happy, but if they select an incorrect
response, Carlos would appear unhappy or stressed, and the learner would have to try again.
The CRAP principles of media theory, established by Robin Williams, are that effective
design should include contrast, repetition, alignment, and proximity (Shank, 2011). I considered
these recommendations when I created the page templates in Articulate Rise and Canvas. I
maintained contrast by using clear headings and the garnet page headers in the Canvas pages.
This contrast organized the content and provided contrast between different sections of the
content. I used repetition by using the same page format, font size, font type, and style of
images. I strived to keep consistency with the different pages and use of images. Then, I
maintained alignment by connecting everything visually with images, headers, and spacers. I
also included buttons that say Continue or direct the learner to click the Next button, as
appropriate, to navigate the lesson. Finally, for proximity, I grouped together parts of the lesson
that connected with each other, such as including strategies for communication on one page
together and how they apply to learner perseverance on the following page.
Since this module was based entirely through a computer, I strived to create the module
realistic and interactive using the activities available in Articulate Rise. According to media

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theory, multimedia computer-based instruction can facilitate learning any time, anywhere
(Richey, Klein, & Tracey, 2011). The module was created in a format that is accessible to be
viewed on any device, including smart phones. The Articulate Rise lessons within Canvas will
adapt the font size and window size appropriately to the learners’ screen size. Therefore, the
module is not just computer-based, but also mobile-friendly.
Finally, a consideration of communication theory is the message design, which considers
how the message of the instructional unit is conveyed to the learners. The instructional module
primarily uses the written word in second person, which feels more personable to the learner
as if an instructor were talking directly to them. Messages that are well organized are easier for
the human mind to process, therefore, I ensured that the content was organized into
paragraphs with clear headings (Richey, Klein, & Tracey, 2011).
Motivational Design Theory
One strategy to improve learner motivation is to use role play activities. Role play allows
the learner to practice a strategy or skill with others in a practice setting, however, this is easier
facilitate in a face-to-face instructional setting. In the instructional module, I was able to create
a similar role play activity using the scenario interactive activity in Articulate Rise. I created a
scenario using a student, Carlos, who is experiencing some challenges in the online class and
the learner would have to select the appropriate responses when communicating with Carlos
and at the same time, apply the instructional strategies learned in the module. This type of
activity allows the learner to visualize how to transfer what they are learning to a real situation.

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The ARCS model, developed by John Keller, was designed to help designers improve the
motivational appeal of the instructional materials. It stands for attention, relevance,
confidence, and satisfaction (Keller, 1987). In this instructional module, I strived to explicitly
explain how the instructional content was relevant to the learner for their work in online course
development and online teaching. For each section of the instructional module, I created an
Application page to specifically explain how the strategies are relevant and applicable to
student perseverance and effort.
Conclusion
Designing and developing this instructional module provided me with hands-on
experience with selecting a topic, creating learning objectives, developing a design document,
and building the instructional module using an authoring tool. I now feel more confident
creating such instructional materials in the future, although I hope to acquire more experience
using authoring tools, developing storyboards and working with subject matter experts. One of
the challenges I faced was selecting the content for this lesson and I found that I had to write
much of the content myself using various resources. However, I found that experience
beneficial to consider how to write the content, present it to the learners, and design
interactive activities.

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References
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and
passion for long-term goals. Journal of Personality and Social Psychology, 92, 1087–
1101. Retrieved from: https://psycnet.apa.org/record/2007-07951-009
Keller, J. M. (1987). Development and use of the ARCS model of instructional design. The
Journal of Instructional Development, 10(3), 2-10. Retrieved from
http://www.jstor.org/stable/30221294?origin=JSTOR-pdf
Mager, R. (1962). Preparing instructional objectives. Palo Alto, CA, Fearon Publishing.
Richey, R. C., Klein. J. D., & Tracey, M. W. (2011). The instructional design knowledge base:
Theory, research, and practice. New York: Routledge.
Shank, P. (2011, 12 July). Beginning instructional authoring: Why C.R.A.P. is exactly what's
needed. Learning Solutions. Retrieved from:
https://learningsolutionsmag.com/articles/713/beginning-instructional-authoring-why-
crap-is-exactly-whats-needed-part-1