The major purpose of this study was to analyze the motivational effects of computer-based in structional strategies with Keller's ARCS(the initials of Attention, Relevance, Confidence and Satisfaction) motivational model on learning. Subjects participating in the study were 48 6th graders from Andong Elementary School affiliated at Taegu Teachers University of Education They were randomly assigned to one of two instructional treatments: Learner- or program -controlled in structional program. lnstructional materials used in this study were adapted from computer-based instructional program for teaching four concepts utilized in advertisement propaganda technique developed by Carrier at al. After in struction, they were given the posttest consisted in 15 items with 5 options. And then instructional motivation measurement survey(IMMS) which are composed of 36 items to measure the degree of motivation to learn about the instruction was administered to analyze the motivational effects of the instructional strategies according to Keller' ARCS model. The statistical methods were t-test and ANOVA to analyze the collected data. The main result from the study showed that although students under program control performed on the posttest better than those under learner control did, there were no differences in the motivational effects between both. It seems that a powerful learning motivation which comes from the computer itself is a major reason to bring about the result which there were no differences in motivational factors between both in structional control strategies. The reason why program control was more effective than learner control in this study seems to be in the level of the task difficulty to be learned and the degree of instructional control left to them. Regardless of type of instructional control, however, it appeared that the degree of students' satisfaction was higher than one of their confidence on computer- based instruction. Findings from the study suggest that even though there were no differences in motivational effects of computer-based instructional strategies on learning performance, the motivational function of the computer should be further studied with various computer-based instructional programs according to learners with different learning tasks as well as the type of instructional control.