Abstract

Various motivational designs have been introduced to improve learners' motivations in engaging with technology-mediated learning. This study presents an investigation of the impact of learning preferences on their motivations towards the attention, relevance, confidence, and satisfaction (ARCS) motivational design in an open learner model (OLM) environment. Data was collected from undergraduate students in a university in Malaysia by using an online survey. A chi-square test was performed to explore the relationship between learning preferences and motivations in a higher education setting. The result reveals that an ARCS motivational design can impact learners' motivations towards the adoption of open learner models. The implications of this study will assist educational institutions to develop more effective and efficient policies for improving the adoption of open learner models in technology-mediated teaching and learning.

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call

Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.