Abstract
This exploratory study examined the motivational effects of an instructional method that involved students in the rubric development on animation instruction. Drawing upon Keller’s ARCS motivation model, this study compared student motivation regarding attention (A), relevance (R), confidence (C), and satisfaction (S) towards animation instruction before and after their involvement in the rubric development. This study recruited seventeen undergraduates participating in a technology integration course and administered motivation surveys before and after implementing the instructional method. The survey results revealed that student motivation was significantly increased in terms of relevance. Motivated students developed a self-developed rubric by drawing upon their experience and perspectives of creating animated research presentation videos. Another motivational effect was identified in students’ improved performance in creating animated videos to present research. (125).
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