Evaluating the Impact of the ARCS Motivational Model on Student Engagement in Blended Learning Environments: A Mixed-Methods Study among Vocational College Students

Abstract

The mixed-method study investigates the effectiveness of the ARSC model. The objective of this investigation is to measure the impact of the ARCS model on the engagement levels of students in vocational college settings within a blended learning framework. It includes a pre-intervention and a post-intervention survey (n=255) along with a semi-structured interview (n=10). Students of Jiangsu Vocational College of Medicine have been involved in pre-intervention surveys, followed by a month of training implementing the ARCS model in blended media. Post-intervention surveys have also been conducted. Furthermore, ten students have been interviewed in-depth, individually. The quantitative analysis using paired t-test and regression analysis indicates that the engagement levels of the vocational students significantly increase after implementation of the ARCS model in blended mode, and all the elements of the model collectively significantly predict the change in the student engagement. The interview reveals certain challenges faced by the students, of which some significant ones are technical glitches, time management, confusing and unclear assignments, and so on. The findings of the study will guide the vocational teachers to tailor their blended instruction by incorporating ARCS elements to improve overall student engagement, leading to a better learning outcome.