Combining motivational and volitional factors in e-learning and its impact on student learning and motivation

The purpose of this study was to combine motivational and volitional factors in the design of e-learning and its impact on learning and motivation of learners.
In order to examine the impact of motivational and volitional factors , By using a quasi-experimental design and available sampling method, a number of 85 undergraduate students at the Farhangian University of Kurdistan in both experimental and control groups with pre-test and post-test participated in this study. for the control group, Electronic Instruction, designed by the Merill 's instructional design model (component display theory) and combine it with the motivational elements of the Keller 's model. for experiment group, Electronic Instruction designed by the Merill 's instructional design model and combine it with the motivational elements of the Keller 's model plus the messages and strategies of volitional control. Motivational and volitional factors combined based on the Keller 's model (ARCS) for design of motivation, Theories of Kuhl 's action control, Gollwitzer's Implementation Intentions and Zimmerman 's Self- Regulate Learning for volition. Data analysis was done by covariance analysis and using SPSS software version 21.
results showed that despite the not initial difference between the groups, The learning grades of the experimental group have increased, as well as the level of motivation of students, especially in the two elements of relevance and confidence.