Increasing the attention, relevance, confidence and satisfaction (ARCS) of students through interactive science learning multimedia

Herianto Herianto,Insih Wilujeng

doi:10.25304/rlt.v29.2383

Abstract

The use of interactive multimedia has the potential to create a high-quality learning environment. The key elements of various media, user control over information delivery and interactivity can be used to improve the learning process by creating an integrated learning environment. This study aims to determine the increase in students’ attention, relevance, confidence and satisfaction (ARCS) before and after using interactive science learning multimedia. This study collected data from 30 students aged 12–13 years from a junior high school in Yogyakarta City, Indonesia. Data collection was done using learning motivation questionnaires. Data analysis techniques used paired sample t-test. The results of this study are that the learning motivation aspects of ARCS after using interactive science learning multimedia have increased significantly. However, the relevance aspect of students’ learning motivation did not increase significantly.

Highlights

Information and communication technology (ICT) continues to experience new developments routinely (Qurat-ul-Ain et al 2019)
There is a significant difference between attention before and after using multimedia There is no significant difference between relevance before and after using multimedia
There is a significant difference between confidence before and after using multimedia

Summary

Introduction

Information and communication technology (ICT) continues to experience new developments routinely (Qurat-ul-Ain et al 2019). The development of ICT is expected to be utilised by teachers in the learning process. Computer-based learning has a broad potential to increase motivation and instructional design (Barger and Byrd 2011). Interactive multimedia technology in the learning process can improve interactions between teachers and students (Rajendra and Sudana 2018). Learning that utilises technology can engage students with the learning process and provide benefits in making it easier to obtain knowledge because of the flexibility of learning (Alexander et al 2019). Students increasingly demand engaging, customised multimedia content (Liu and Elms 2019). Through interactive science learning multimedia is expected to be more effective, improve student and teacher interactions and make students more motivated

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