The goal of this study was to examine differences in student learning outcomes and motivation over time as a function of scenario-based e-learning (SBeL) and feedback types (elaborative and intrinsic) as well as the interaction between these two variables. Research Question One asked if there was a statistically significant main effect of scenarios, main effect of feedback type, or interaction between the two variables on learning outcomes over time. Research Question Two asked if there was a statistically significant main effect of scenarios, main effect of feedback type, or interaction between the two variables on participants' motivation over time. A researcher-developed instrument was used as a pretest, immediate posttest, and delayed posttest to gauge participants' knowledge and skill acquisition. Keller's (2010) Instructional Materials Motivation Survey (IMMS) was used to determine participants' motivation. The results from these measurements were analyzed using two 2x2 repeated measures analysis of variance (ANOVA) with between-group factors and random assignment. The results showed no statistically significant main effects of scenario level or feedback type over time and no statistically significant interaction between these variables on participants' knowledge or motivation. Therefore, there was not sufficient evidence to reject the null hypotheses for either research question. As could be expected as a result of receiving the instructional intervention, a statistically significant main effect of time was observed for participants' scores between the knowledge pretest and immediate knowledge posttest. Interestingly, a statistically significant main effect of time was also observed for participants' scores between the immediate and delayed knowledge posttests suggesting longer-term gains in knowledge; however, mastery levels decreased from immediate to delayed posttests suggesting there were no gains in skill acquisition. A statistically significant main effect of time on the IMMS instrument was also observed. This could be interpreted as participants having lost motivation after receiving the instructional treatments, which could be due to a lack of confidence in their ability to succeed on the knowledge instrument. The results of this study contribute to research into online learning, SBeL, feedback, and motivation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]