ARCS Model Of Motivational Design Research Articles

Insects GO: a gaming activity for entomology teaching in middle school

ABSTRACT Background Gamification is the use of game design elements, such as rules of play, point scoring and competition, in a non-game context, in learning activities. We designed a game, based on the famous augmented reality game Pokémon GO, called Insects GO in which players should capture images of real insects with their mobile phones. Purpose The hypothesis was that if students had to struggle in the search for information about the world of insects to fulfill tasks of a game, they could develop skills that would potentialise scientific knowledge on insect morphology and nomenclature and make them more attentive to the issues on the subject. Sample The study has been conducted in a middle school with students aged 11 to 15 enrolled in the 6th to 9th years of middle school, totaling 21 students. Design and methods This research is a case study and has been evaluated through a learning test called the History Word Association Test (HWAT) that quantitatively ascertains students’ perceptions about their conceptions, in this case, regarding entomology. The interest and motivation of students in performing the activity were evaluated using ARCS model of motivational design. Results Students who participated in the proposed activity showed be motivated to play the game and the, learning test suggests an improvement in matters related to morphology, taxonomy and the insect life cycle. Conclusion The Insect Go game seems to improve the learning of entomology in middle school.

Social research ability training program in TBL-PBL hybrid exercise using the ARCS model of motivational design and peer evaluation

Social research ability training program in TBL-PBL hybrid exercise using the ARCS model of motivational design and peer evaluation

The effects of an ARCS based e-book on student's achievement, motivation and anxiety

This study investigates how a e-book based on Keller's ARCS model of Motivational Design influenced undergraduate students' sense of achievement, motivation, and anxiety. In the study, we used a mixed methods design to examine the effects of using an e-book versus a printed book or static PDF. Participants in the study were 94 students who were enrolled in a Mathematics-I course at Firat University Technology Faculty in Turkey. Forty-eight of these student volunteers were enrolled in the experimental group and forty-six others enrolled in a control group. Data was collected from several sources: students' motivation surveys, mathematics anxiety surveys, mathematics achievement tests, and interviews. Results indicated that students using the e-book based on the ARCS motivation model performed significantly better on the mathematics achievement test and motivation survey. The findings also revealed that the e-book based on ARCS motivation model had a significant effect on reducing students' mathematics anxiety levels. The article also considers numerous digital and e-book empirical studies published in the literature, many of which have reported that the effect of digital books on a variety of different learning outcomes has produced mostly positive results. We hope the findings of this present study will contribute to the future design and implementation of digital books and how they are used in learning environments.

A Preliminary Study on Development of Evaluation Indicators for Learning Motivation of Museum Education Program Based on Constructivism: Focusing on ARCS Model of Motivational Design

A Preliminary Study on Development of Evaluation Indicators for Learning Motivation of Museum Education Program Based on Constructivism: Focusing on ARCS Model of Motivational Design

Instructional Design of Online Pre-class Tasks of the Flipped Classroom on the Basis of ARCS Model

Instructional design of pre-class tasks is the key to the success of the flipped classroom. This paper discusses the application of ARCS model of motivational design in the instructional design of pre-class tasks of English listening and speaking course on the basis of U-MOOC Longman English learning platform, in order to improve the efficiency of flipped classroom teaching. To be more specific, the study shows that the four aspects of ARCS Model of motivation (attention, relevance, confidence, and satisfaction) exert different impacts on students’ motivation level.

Research in the Real World: Improving Adult Learners Web Search and Evaluation Skills through Motivational Design and Problem-Based Learning

How can we better engage adult learners during information literacy sessions? How do we increase students’ perception of the relevance and importance of information literacy skills for academic work and life in the real world? To explore these questions, the ARCS Model of Motivational Design and Problem-Based Learning were used to develop activities for a library instruction workshop. Community college students completed a pretest and posttest assessment to measure change in skill level, perceived confidence, and perceived relevance of the research workshop. Results show learners’ skill levels, perceived confidence, and perceived relevance increased significantly. Based on the results, suggestions are made for incorporating Motivational Design and Problem-Based Learning into information literacy sessions to increase student engagement.

Potential Impact of Blended Learning on Teacher Education in Mongolia

Mongolia is a developing country with little infrastructure capacities, but with rapid economic growth for the past few years. Within the past few years, internet and mobile technologies have become more affordable and widespread. Even though there are improvements, it is no secret that quality in all levels of educational sector in Mongolia is inadequate. E-Learning is becoming a driving force of the pedagogical and technological innovations in the higher education institutions worldwide. The most practiced form of the e-Learning in the higher education institutions is blended learning. Some researches show that use of a blended learning course in higher education can result in better quality in instruction. Design and implementation of blended course in particular situation, revision and assessment of quality, would not only enable to share the experience with the similar higher education institutions but also contribute to the overall research in quality in higher education. This paper presents implementation and improvement of the blended “Pedagogy course,” using Moodle Learning Management System and discusses the potential impact on teacher education in Mongolia. Pilot blended “Pedagogy course” was designed and implemented during 2012-2013 school year then revised in 2014-2015 school year. To ensure effectiveness, Keller’s ARCS model of motivational design, validated by many researches was chosen. At the end of the implementation, the students’ blended learning experience survey was completed followed by focus group discussion and statistical analysis. Results show that students in blended class could achieve better grades than traditional class, with high satisfaction. The outcome of the research shows that blended learning implemen-tation can improve quality in higher education has a potential to improve teacher education and should be recommended in similar educational institu-tions in developing countries with similar situation in Mongolia.

Using Technological Tools to Boost Motivation and Interest in Students Studying Marathi as a Foreign Language - A Case Study in Mauritius

In Mauritius, it was found that students find it hard to learn the foreign language in Marathi which is an optional language. The main reasons were that these students do not have outside exposure to the language after school classes; they learn and practice the language only in their classroom. Moreover, since the subject is being taught though the traditional teaching method, students were not motivated. The researchers have observed that many students failed in this subject. Thus for this research project, NVU Composer freeware was used to develop the learning content on the topic 'weather' in Marathi Language for students in their fourth year of study at primary school (8 to 9 years old). The implementation of the learning tool in Marathi was carried out in a class comprises of 18 students. The ARCS model of motivational design was used to design the learning lesson using NVU Composer. For evaluation purposes, i-Spring Quiz Maker was used in the form of multiple choices questions and true and false questions. Many activities were included in the learning lesson such as recorded audio, viewing videos, reading activities, and designing covers for a story in Marathi Language and completing a story in writing sentences in Marathi. The assessments would cater for the three types of learners namely Kinesthetic, Visual and Auditory learners. The results from the assessments showed a slight improvement and students showed more interest in the subject.

School-based Physical Activity: Planning with student motivation in mind

Central to providing rich and diverse PA opportunities in schools are our classroom teachers. Regardless of generalist or specialist training in health and physical education, all of our Ontario teachers play a vital role in providing opportunities for children and youth to learn through PA. This paper (a) positions student participation in school-based PA as an essential public health outcome, (b) explores barriers affecting teachers’ efforts to provide school-based PA, and (c) offers teachers one potential macro planning and instructional solution to address a single barrier-the challenge associated with planning for student motivation in school-based PA settings. Keller’s (1987) influential ARCS model of motivational design provides the foundation for the proposed solution. An adapted version, the ARCS School-Based PA model, is presented. The adapted model offers considerations and sample category success strategies that could be embedded in teachers’ current school-based PA planning and instructional practices to support the development of school-based PA programming that is firmly grounded in learner motivation and needs.

Teaching based on augmented reality for a technical creative design course

Student creativity is currently attracting considerable attention. An increasing number of high schools in China are trying to improve the learning motivation and creativity of students, as well as the teaching efficiency of creative design, by introducing augmented reality (AR) technology into creative design courses. However, many teachers have only limited knowledge of AR, and software developers are not familiar with general creative design education, which makes it difficult to incorporate AR in such courses. In many high schools in China, the lack of relevant teaching facilities and creative design equipment means that the environment in which the technology curriculum is applied still has a long way to go to meet the real requirement of curriculum. To address these problems, we present a general technical creative design teaching scheme that includes AR. Our approach is based on the ARCS model of motivational design, social psychology, and a computational model of creativity. Two teaching aids are introduced to support this teaching scheme: “AR Creative-Classroom,” which explains the domain-relevant knowledge of creative design, and “AR Creative-Builder,” which helps students to build actual AR scenes. The results of a pilot study show that the proposed teaching scheme significantly improves learning motivation, student creativity, and the teaching of creative design.

Effectiveness Of Arcs Model Of Motivational Design To Overcome Non Completion Rate Of Students In Distance Education

Students’ course completion rate in distance education is getting attention of the researchers throughout the globe. Many factors responsible for high non completion rate of students in distance education are job responsibilities, domestic pressure and complexity of course content. Some researchers reported psychological reasons for dropout like, feeling of inadequacy, distress (Rickinson and Rutherford, 1996); lack of confidence (Cullen, 1994) examination anxiety (Fan and Chan, 1997). In literature lack of motivation is considered as the major responsible factor for this problem as students generally feel lonely due to lack of communication & competition in distance education. In this article effectiveness of ARCS Model of Motivational Design to overcome the motivational problem of distance learning students is discussed. The study indicate that the systems which are developed on the basis of ARCS Model raise the attention of the students during instruction, develop a relevance to the students’ requirements, create a positive expectation for success and help having a satisfaction by reinforcing success.

Validation of the Instructional Materials Motivation Survey (IMMS) in a self‐directed instructional setting aimed at working with technology

AbstractThe ARCS Model of Motivational Design has been used myriad times to design motivational instructions that focus on attention, relevance, confidence and satisfaction in order to motivate students. The Instructional Materials Motivation Survey (IMMS) is a 36‐item situational measure of people's reactions to instructional materials in the light of the ARCS model. Although the IMMS has been used often, both as a pretest and a posttest tool serving as either a motivational needs assessment prior to instruction or a measure of people's reactions to instructional materials afterward, the IMMS so far has not been validated extensively, taking statistical and theoretical aspects of the survey into account. This paper describes such an extensive validation study, for which the IMMS was used in a self‐directed instructional setting aimed at working with technology (a cellular telephone). Results of structural equation modeling show that the IMMS can be reduced to 12 items. This Reduced Instructional Materials Motivation Survey IMMS (RIMMS) is preferred over the original IMMS. The parsimonious RIMMS measures the four constructs attention, relevance, confidence and satisfaction of the ARCS model well, and reflects its conditional nature.

The Use of Augmented Reality Pop-Up Book to Increase Motivation in English Language Learning For National Primary School

This research study describes the use of Augmented Reality (AR) as an emerging form of experience in which the real world is enhanced by computer-generated content. AR pop-up books for instance will help students bridge the gap between the digital and physical world. Students are able to use the AR pop-up book as the primary interface, changing perspective or direction by moving the book through their webcam where a marker detection which is a two-dimensional patterns to carry information that are attached to the book page. AR technology is adopted in this research study because it has the potential to motivate and support students in English language learning. In learning a second language, research has established that it is utmost important that students receive maximum support in terms of supportive and conducive learning environment. The AR pop-up book is developed using ZooBurst tool and the design is incorporated with a problem solving approach which is Keller's ARCS model: Attention, Relevance, Confidence, and Satisfaction. The development process is enhanced using Keller's ARCS model of motivational design. The result of the study is obtained from observations of Year One primary school students using the AR pop-up book and followed by semi-structured interview.

Student Experiences with Mobile Electronic Updates from a Virtual Learning Environment

This paper describes the development of two mobile applications to disseminate course and module information to university students by sending notifications and electronic updates to their mobile devices. The two mobile applications are based on RSS and Twitter and provide notifications to users which are similar in format and transmission mode to these Web 2.0 entities. The aim of this study is to understand the potential benefits of using the mobile applications as assistive technologies to the existing virtual learning environment. The study uses the ARCS model of motivational design and instruction theory (attention, relevance, confidence, satisfaction) as a tool to enhance students’ experience and their subject engagement. User feedback revealed that although users were given flexibility with regards to temporal updates, they preferred temporal updates at specific times and not in real time. A lack of wireless access in some areas commonly used by students proved a further limitation.

Motivational Analyses on the Effects of Type of Instructional Control on Learning from Computer-Based Instruction

The purpose of this study was to analyze motivational effects of type of instructional control on learning from computer-based instruction, according to Keller's ARCS model of motivational design. Forty-eight sixth graders were randomly assigned to either learner or program control groups. Instructional materials were computer-based instructional programs for teaching four concepts utilized in advertisement propaganda techniques. The post-test with fifteen items for learning and Instructional Motivation Measurement Survey with thirty-six statements for motivation were used. The results showed that the group under program control performed better on the post-test than the group under learner control, but there was not a significant difference in Keller's ARCS motivational factors between two groups. Regardless of type of instructional control, however, the level of satisfaction among the factors was higher than that of confidence in the instruction. Such results suggest that ARCS motivational factors in designing effective instructional control strategies can be considered.

The clinical use of motivational messages: an inquiry into the validity of the ARCS model of motivational design

Instruction, even when prepared according to sound instructional design principles, often does not stimulate students' motivation to learn. A motivational intervention, developed according to the processes outlined inthe ARCS model of motivational design, was implemented and tested following the conventions of an embedded single-case study. It was tested with a group of 15 adults participating in a staff development course conducted within the Mozambique Ministry of Education. Results, based on concurrent and discriminant analysis of both quantitative and qualitative data, indicated that the primary treatment, motivational messages, had positive effects on student attitude and performance. It may be concluded that the specific intervention and the ARCS model which provided the basis for designing it provide a sound basis for positively influencing student motivation to learn.