ARCS Model Research Articles

SDGsの観点を導入した工学系初年次教育における探求・学科横断型授業の設計

We designed an exploratory and interdisciplinary class for FYE (First-Year Experience) to continue fostering a “zest for life” which is aimed to be nurtured in high schools and to connect the FYE to specialized education for cultivating engineers with an understanding of management, which is a characteristic of our faculty. In this class, students practiced problem finding and problem solving from the viewpoints of SDGs through cross-departmental TBL (Team-Based Learning), aiming to learn “trade-off ideas” and “effective use of resources” . In the design and evaluation of this class we have introduced the ARCS model, therefore the results are based on the model.

Application of ARCS Motivation Model in the English Writing Teaching in Senior High School

Writing is the main manifestation of students' language output ability and can also raise awareness of how language works. However, the current difficulties in English writing teaching, such as students' insufficient motivation, teachers' lack of attention to English writing teaching and imperfect English writing evaluation mechanism, have made the development of students' writing ability a major difficulty in English teaching. To address this situation, this paper attempts to integrate the four types of motivation strategies of ARCS model into senior high school English writing teaching in order to effectively motivate and maintain learners' enthusiasm for writing and improve the effectiveness of writing teaching.

Adaptive learning: toward an intentional model for learning process guidance based on learner’s motivation

The goal of ITS is to support learning content, activities, and resources, adapted to the specific needs of the individual learner and influenced by learner’s motivation. One of the major challenges to the mainstream adoption of adaptive learning is the complexity and time involved in guiding the learning process. To tackle these problems, this research proposes an intentional model that adopts Map formalism to support personalized learning guidance by considering learner’s motivation. For that, the intentional model adopts the ARCS model of motivation. The proposed model couples the learner’s intention with the learning strategies and provides a multitude of paths between learner intentions. Based on the learner’s motivation and the corresponding learning mode or the individual learning style, the ITS can adaptively support the learner to achieve his/her intention through the selected strategy. The first results show that this study’s provide implications for both theoretical research and the practical development of ITSs that will help education professionals make full use of ITSs. In the initial tests, the process model has met what was expected, however, more studies with experiments must be carried out.

Mathematical Communication Skills in Terms of Student Learning Motivation on ARCS Model with Immediate Feedback

This research objective is to describe mathematical communicarion skill through ARCS- IF Model based on learners motivation. Type of this research is Mixed Method with concurrent embedded designs. This research population was Eight grader of SMP Maarif Kyai Gading Demak 2020/ 2021. Result of this research showed that ARCS- IF learning is effective in learners mathematical communication skill. Result of learners description with high learners motivation categories were able to complete mathematical communication skill with the indicator ability to express mathematical idea to write and convey them visually. Ability in stating idea or situation of problem into mathematical models (pictures, graphs, diagrams, tables and equations), ability to use right formulas in solving problems, students with motivation categories students are being able to complete communication skills mathematical with indicators Motivation learners were Ability to express mathematical ideas in writing and express them visually, Ability to use right formula to solve problems, students with low motivation categories were able to complete mathematical communication skills with Low Motivation indicators Ability to express mathematical idea to write and convey them visually.

Motivational Encouragement for Performance Self-Assesment Instrument in Mastering National Language Based on Keller’s Arcs Model

Motivational Encouragement for Performance Self-Assesment Instrument in Mastering National Language Based on Keller’s Arcs Model

Measuring Chinese Undergraduate English Majors’ Motivation to Learn Translation in Higher Education Translation Courses

Many studies have suggested that Chinese English majors tend to have a lower level of motivation to learn translation due to the conventional teaching method still prevalent in many a translation classroom. In this regard, from the standpoint of instruction, a translation course design that employed motivation as a central concept of the design may have positive impacts on students’ motivation to learn. Systemic Functional Linguistics (SFL) is known for its efficacy in making meaning-oriented choice in language use in context. And since translation is about recontextualized meaning transfer, a teaching method integrated with SFL may be motivating for students to learn translation. Grounded on SFL and guided by Keller’s ARCS Motivational Design, a new genre-based method was proposed. This study aimed to explore effects of an SFL guided genre-based method and the conventional method on Chinese students’ motivation to learn translation. Two intact groups were selected as the Experimental Group and the Control Group, each consisting of 37 students. The Experimental Group was instructed using the genre-based method while the Control Group using the conventional method. A motivation questionnaire adapted from Keller’s Course Interest Survey was administered to both groups’ students before and after the pedagogical intervention. Data collected from the survey were analyzed using ANCOVA test in SPSS (Version 25). The results show that students in the Experimental Group scored significantly higher mean in overall motivation and four constructs of the ARCS Model, namely, Attention, Relevance, Confidence, and Satisfaction after they were taught using the genre-based method in comparison with their counterparts in the Control Group. The findings indicate that in general, the genre-based method is effective in enhancing students’ motivation in learning translation. Therefore, future translation instructors may consider adopting the SFL-informed genre-based method as an alternative pedagogical tool to motivate students to learn translation.

Effects of ARCS model-based motivational teaching strategies in community nursing: A mixed-methods intervention study

BackgroundLearning motivation is important for students to master professional knowledge. Teaching strategies play a role in promoting learning motivation and cultivating nursing students' critical thinking. ObjectivesTo apply the Attention, Relevance, Confidence, and Satisfaction (ARCS) model-based motivational teaching strategies in a community nursing course and evaluate the effects on learning motivation, critical thinking, and self-learning ability. DesignA mixed-methods study using a quasi-experimental design and descriptive qualitative analysis. MethodsThirty-six third-year nursing students were divided into two groups. The experimental group was exposed to motivational teaching strategies based on the ARCS model in the 12-week community nursing course. The control group received traditional teaching. Students' critical thinking, self-learning ability and academic performance were quantitatively assessed, with t-tests performed to compare learning outcomes. Qualitative outcomes were evaluated through semi-structured interviews, analyzed by using thematic analysis. ResultsStudents in the experimental group demonstrated significantly greater critical thinking and higher test scores than those in the control group. The self-learning ability and learning motivation of the students exposed to ARCS were also strengthened, and students reported high levels of satisfaction with the motivational teaching strategies. ConclusionsApplying the ARCS model-based motivational teaching strategies in community nursing courses is feasible and associated with improved learning motivation and outcomes among Chinese nursing undergraduates.

AI Based Metaverse Technologies Advancement Impact on Higher Education Learners

Avatars of real people inhabit the Metaverse. Some industry players have called it the ""next big bang"" for the Indian EdTech market, which is expected to reach $30 billion by 2032. Technology dominates 21st- century education, whether it’s university-based programmers, real-world technical training, or abstract concepts taught in schools and universities. In India’s education sector, researchers are still studying Augmented Reality. There are few Augmented Reality studies in education. This research evaluates and explains the impact of an Augmented Reality smartphone app on the learning passion of high school/college students. The study examines how augmented reality affects classroom motivation. Core motivation theory boosts classroom motivation. The attention, relevance, confidence, and satisfaction (ARCS) model affected how Augmented Reality was perceived and how the material was updated. This study evaluated Augmented reality smartphone apps using SEM model analysis. The study used the ARCS model to analyses Augmented Reality Education Apps, their effect on higher education, and their relationship with respect to Attention, relevance, satisfaction, and confidence are motivational variables with significant findings. The study found that using an augmented reality smartphone application would help students learn and be more motivated.

LEARNING MOTIVATION TOWARDS LINEAR PROGRAMMING QUESTIONNAIRE FOR POLYTECHNIC DIPLOMA STUDENTS

The objective of this research was to assess the reliability and validity of learning motivation toward the Linear Programming (LMLP) Questionnaire by using the Rasch Measurement Model. The LMLP Questionnaire was adapted from Keller's ARCS Model of motivation to evaluate the motivation level in learning Linear Programming among students of Diploma of Mechanical Engineering at Polytechnic Kota Kinabalu. The LMLP Questionnaire consisted of 34 items with the use of a 5-point Likert scale. The level of student motivation was measured based on four main constructs which are Attention (A), Relevance (R), Confidence (C) and Satisfaction (S). The sample comprised 56 third-semester students of Diploma of Mechanical Engineering. The results of the study found that overall, this questionnaire had high reliability with a Cronbach’s alpha (KR-20) value of 0.97. The questionnaire was found to have good item reliability and item separation values of 0.84 and 2.26, respectively. The questionnaire also had excellent person reliability and good person separation values of 0.93 and 3.74, respectively. Meanwhile, the validity of the LMLP instrument was appropriately established through the item fit, person fit, and unidimensionality. In conclusion, this study shows that the LMLP Questionnaire is a reliable and valid instrument to measure the level of learning motivation towards Linear Programming among third-semester Diploma students in Mechanical Engineering.

Fen Bilgisi Öğretmen Adaylarının Motivasyon ve Öğrencileri Motive Etme Hakkındaki Bilgi Düzeylerinin ve Uygulama Durumlarının İncelenmesi

Fen öğrenmeye yönelik motivasyon öğrencilerin fen okuryazar bireyler olarak yetişmelerine olumlu etki eden faktörlerden biridir. Bu sebeple çok sayıda araştırmacı öğrencilerin fen öğrenmeye yönelik motivasyonlarını artıran faktörleri tespit etmek için çalışmalar yapmıştır. Bu çalışmaların büyük kısmı çeşitli öğretim yöntem ve tekniklerin öğrencilerin motivasyonları üzerine etkisine odaklanmış ve bu yöntem ve tekniklerin etkilerine ilişkin zengin bir bilgi birikiminin oluşmasını sağlamıştır. Ancak yöntem ve tekniklerin öğrenci motivasyonu üzerindeki etkilerini araştıran çalışmaların çokluğuna karşın, öğretmen ve öğretmen adaylarının motivasyon ve öğrencileri motive etme konusundaki bilgi ve uygulamalarını inceleyen çok az sayıda çalışma yapılmıştır. Bu sebeple bu çalışmanın amacı fen bilgisi öğretmen adaylarının öğrencileri fen öğrenmeye yönelik motive etme hakkındaki bilgi ve uygulamalarının incelenmesidir. Bu amaçla çalışmada nitel araştırma yöntemlerinden durum çalışması kullanılmıştır. Çalışmanın katılımcılarını Türkiye’de bir devlet üniversitesinde dördüncü sınıfa devam eden sekiz fen bilgisi öğretmen adayı oluşturmaktadır. Katılımcıların öğrencileri motive etme hakkındaki bilgi ve uygulamalarının niteliğine ilişkin veri elde etmek için görüşme, ders planları ve ders sunumları kullanılmıştır. Görüşme yoluyla elde edilen veriler içerik analizi ile çözümlenmiş ve kategoriler halinde kodlanmıştır. Ders planları ve sunumlarda yer alan öğretim uygulamalarının niteliği ise ARCS motivasyon modeli kullanılarak analiz edilmiştir. Bulgular öğretmen adaylarının motivasyon hakkındaki bilgilerinin motivasyonun çok boyutlu doğasını yansıtmaktan uzak olduğunu göstermiştir. Ayrıca öğretmen adaylarının motivasyonu genellikle dikkat ve ilgi çekme olarak tanımladıkları ve bu görüşleriyle uyumlu şekilde öğrencileri motive etmek için kullanmayı planladıkları uygulamaların çoğunlukla ARCS motivasyon modelinin dikkat çekme kategorisi altında sınıflandığı ortaya çıkmıştır. Ulaşılan sonuçlara göre öğretmen adaylarının motivasyon hakkındaki bilgi ve uygulamalarını artırmaya yönelik önerilerde bulunulmuştur.

The Effects of STAD Method on Chinese Students’ Motivation in Learning English Communicative Competence

Many studies revealed that students have difficulties in learning English communicative competence and some are even resistant in learning the language. This study aimed to examine the effects of the STAD method in students’ motivation towards learning English communicative competence. The study adopted a quasi-experimental design lasting for 8 weeks which compared the performance between the Experimental Group taught using the STAD method and the Control Group taught using the conventional method. The sample were 80 first-year non -English major students from two polytechnic colleges in Guangdong, China. The samples were chosen as intact-groups (40 students in the Experimental Group and 40 students in the Control Group). The questionnaire on learning motivation was adapted from Keller’s ARCS model. The questionnaire was used to gauge student’s motivation in learning English communicative competence before and after the intervention. SPSS (Statistical Pakage for Social Sciences) Program for Windows version 25 was applied to analyze the data using the independent-samples t-test. The findings of this study revealed that the students in the Experimental Group showed significantly higher motivation in learning English communicative competence than the Control Group in their overall motivation and in all the ARCS components (Attention, Relevance, Confidence and Satisfaction). This empirical study has strong pedagogical implication as it suggests that STAD method can be used by English lecturers to enhance students’ motivation in learning English communicative competence.

The effects of neonatal resuscitation gamification program using immersive virtual reality: A quasi-experimental study

BackgroundClinical practice in neonatal intensive care units for nursing college students has been restricted due to the COVID-19 pandemic outbreak; thus, the gamification program has emerged as an alternative learning method. Consequently, there is a need to examine the effectiveness of such alternative learning methods to enhance the response to high-risk newborn emergencies. ObjectivesTo examine the effects (neonatal resuscitation nursing knowledge, problem-solving and clinical reasoning ability, self-confidence in practical performance, degree of anxiety, and learning motivation) of a neonatal resuscitation gamification program using immersive virtual reality based on Keller's ARCS model. DesignA non-randomized controlled simulation study with a pretest-posttest design. SettingLab and lecture rooms of two universities in South Korea, from June to November 2021. ParticipantsPrelicensure nursing students. MethodsThe virtual reality group (n = 29) underwent a neonatal resuscitation gamification program using virtual reality based on Keller's ARCS model. The simulation group (n = 28) received high-fidelity neonatal resuscitation simulations and online neonatal resuscitation program lectures. The control group (n = 26) only received online neonatal resuscitation program lectures. Changes in scores among these groups were compared using analysis of variance and analysis of covariance with SPSS for Windows version 27.0. ResultsPost intervention, neonatal resuscitation knowledge [F(2) = 3.83, p = .004] and learning motivation [F(2) = 1.79, p = .025] were significantly higher in the virtual reality and simulation groups than in the control group, whereas problem-solving ability [F(2) = 2.07, p = .038] and self-confidence [F(2) = 6.53, p < .001] were significantly higher in the virtual reality group than in the simulation and control groups. Anxiety [F(2) = 16.14, p < .001] was significantly lower in the simulation group than in the virtual reality and control groups. ConclusionsThe neonatal resuscitation gamification program using immersive virtual reality was found to be effective in increasing neonatal resuscitation knowledge, problem-solving ability, self-confidence, and learning motivation of the nursing students who participated in the trial application process.

Psychological Emotion and Behavior Analysis in Music Teaching Based on the Attention, Relevance, Confidence, and Satisfaction Motivation Model.

The abbreviation ARCS in the ARCS motivational model comprises the first letters of four English words: Attention, Relevance, Confidence, and Satisfaction. The ARCS motivation model is based on a systematic and easy-to-operate motivation theory. Many research studies have verified the applicability and effectiveness of the ARCS model in education worldwide. The proposed optimized ARCS motivation model takes the traditional ARCS motivation model and systematically optimizes it to make it suitable for the coding of data from videos of music classes. The case analysis method selected 14 high-quality music lessons as the research object. The optimized ARCS model involves text conversion, coding, and statistical analysis of the transcripts of videos of high-quality music classes. The data analysis was used to analyze the characteristics of students’ emotional and behavioral motivation incentive strategies in each section of the ARCS motivation model in combination with specific high-quality case lesson fragments. This paper summarizes ways and means of using a motivational approach in the teaching of quality music classes, providing theoretical support for the practice of music teaching.

ARCS: A model to foster motivation in times of the new normal

The purpose of this article is to explain the importance of using ARCS model for motivation among students who have returned to face-to-face classes. Therefore, a bibliographical review was carried out by reviewing different articles related to motivation and problems in education in times of COVID-19 pandemic. Thus, the information presented in this paper is to help teachers realize the benefits of implementing ARCS model to make students more motivated, engaged, collaborative, and dynamic through a variety of strategies that can be implemented in the classroom. Finally, the results show that ARCS is a suitable model because it is cross-curricular and helps teachers to motivate students and tackle the problems left by the covid-19 pandemic in different contexts, especially in education.

Integrating ARCS motivational model and flipped teaching in L2 classrooms: a case of EFL expository writing

The Attention, Relevance, Confidence, and Satisfaction (ARCS) model provides a basis for integrating motivational dynamics and technological affordances into the design and implementation of instructions to maintain learner motivation and interest. Little attention has been paid to this potential in teaching the complex and often demotivating skill of second/foreign-language (L2) writing. This study examined synergistic effects of ARCS-flipped teaching on Iranian English-as-a-foreign-language (EFL) learners’ expository-writing performance and motivation. Participants were 59 EFL learners in two intact classes who were assigned to two groups. In the experimental group, the ARCS model was integrated into the flipped writing course. Hybrid Edmodo plus face-to-face learning spaces were used to implement ARCS strategies alongside the instruction. In the control setting, the model was implemented in the face-to-face writing course. A data-triangulation approach, comprising writing tasks, the Course Interest Survey, and semi-structured interviews was adopted. ANCOVA results showed that the ARCS-flipped group outperformed the face-to-face group in their writing performance. Furthermore, the motivational-technological synergy led to more increased learner motivation. Learners’ retrospective perceptions revealed that the flipped features of flexibility, learner-centeredness, relaxed environment, interactivity seamlessness, and collaboration appealed to the learners’ varied time-space preferences, which, in turn, stimulated their motivation, learning engagement, and writing performance.

Using the ARCS model in animating the Atomic Structure chapter

Motivation makes a great contribution to the development of the educational process, contributing to students’ academic performance. Mastering the means of measuring motivation contributes to the analysis of the effectiveness of various learning strategies and technologies and the choice of pedagogical learning technologies. Some researchers suggest that animation can prevent students from getting a quality education and can lead to a wrong concept in the learning process. In the course of searching for a solution to this problem, we conducted a study of the Open Toonz animation program and the impact on students’ motivation to study using the motivation measurement tool IMMS. After completing the chapter "Atomic structure", we analyzed the impact of the animation created for this lesson on the quality of students' knowledge and the level of mastering the topic. In our study, classes were conducted in accordance with the college curriculum in atomic physics with coverage of 121 students. The classes were focused on determining the effectiveness of animation on the topic "Atomic Structure" using an IMMS survey. The level of assimilation of topics was analyzed by the questionnaire method. Using numerical methodology, students have shown that they can describe the structure of atoms after animated lessons. We also found out that using audio animation capabilities during the lesson improves students' thinking, helps to understand science more deeply, and use their knowledge during the lesson. Animations on the topic "Atomic structure" showed an increase in visual literacy of students. With the help of animation, most students began to distinguish the most important components of atoms: protons, neutrons, electrons and determine their structure. During the lesson, with the help of various animations, students comprehend the Rutherford atom model and form ideas about the structure of the atom.

A Game-Based Learning Approach in Digital Design Course to Enhance Students’ Competency

Digital Design is a laboratory course, and the educator must focus on the students’ need to know why they study the theory and mainly on the transition from knowledge-based learning to competency-based learning. This study consists of five surveys that were conducted during 2017–2021. First, we evaluated students’ learning outcomes in order to define possible learning problems. According to the literature, gamification can have a positive impact on students’ motivation and learning outcomes. Therefore, we used ready-made digital games in order to evaluate students’ satisfaction and willingness toward their integration in the educational process. This process was repeated in the next academic year. The feedback we received from the previous surveys has helped us to adapt to the new approaches of teaching due to the current pandemic caused by COVID-19. We proposed an online holistic environment based on Keller’s (1987) ARCS model and Malone’s (1981) motivational model, which was applied in distance learning. Each student participated in a student-centered learning experience. He took an active role and was self-manager of his learning process. He was given the opportunity to develop capabilities and strategies through practice and engagement in higher-order cognitive activities, acquire self-learning skills, learn how to solve problems, and participate in teamwork. This study’s innovation is that students experienced a combination of learning approaches: (a) a virtual lab consisting of simulation-based activities, which allowed students to access new laboratory experiences, (b) a project-based digital game without a processor, which developed their motivation, creativity, and hands-on ability, as opposed to the other relevant studies that use ready-made games, and (c) asynchronous videos as feedback, which ensured the educator’s emotional support and social presence. Finally, this study developed research to evaluate the effectiveness of this online holistic environment and used a questionnaire, which was created based on Keller’s Instructional Materials Motivation Survey tool. The results showed that its integration in distance learning is probable to motivate students to learn and affect positively their attention, relevance, confidence, and satisfaction.

The impact of e-learning, gender-groupings and learning pedagogies in biology undergraduate female and male students’ attitudes and achievement

This study aimed to compare female and male students’ attitudes and achievements within different learning settings determined by e-learning and in-classroom learning modalities, collaborative (CL), and traditional (TL) learning pedagogies and investigated the effect of single-gender (SG) and mixed-gender (MG) grouping in an undergraduate biology course. 1375 biology students enrolled in a public university were randomly divided into 12 learning settings. Keller’s ARCS model and Vygotsky’s Socio-cultural Theory were the theoretical frameworks that guided this study. Results indicated that females attained higher achievement and more positive attitude towards biology in TL and CL sections in single-gender compared to mix-gender classes; overall, academic achievements between females and males demonstrated a significant difference at P < .05. Females students performed relatively low achievement and had a negative attitude toward biology in mix-gender CL groups (2 Females + 2 Males) compared to single-gender CL groups (4 Females) in in-classroom modality. E-learning attenuated the negative impact of mixed-gender grouping on female students within e-learning CL settings. The effect size value indicated that males benefited more than females from mixed-gender CL (2F + 2 M) pedagogy in e-learning and in-classroom modalities. Thus, e-learning may encourage female students to overcome the socio-cultural barrier that leads them to feel reticence in mixed-gender groups. The study helps to understand the most suitable learning settings for female and male students to decrease gender disparities, reduce the negative influences of stereotypical threats in different socio-cultural environments, and develop learning strategies to further equalize opportunities for females and male students, promoting students’ attitudes and achievement in undergraduate biology education.

Faculty Development Advancements-Lessons Learned in a Time of Change.

Faculty development (FD) activities at colleges of medicine shifted to virtual in March 2020 as the coronavirus pandemic limited in-person engagement. Medical schools delivered quality virtual faculty development (VFD) through accessing national and international experts virtually, improving faculty access to FD through recorded sessions, collaborating across institutions, and building on previous success as comfort with virtual platforms grew. Disruptive innovation and Keller’s ARCS model, highlighting motivational concepts of attention, relevance, confidence, and satisfaction, guided nine faculty developers’ reflections towards continuous quality improvement of VFD offerings. The convenience and low-cost availability of virtual activities mean this format will likely persist.

Assessing the impact of augmented reality application on students’ learning motivation in chemical engineering

Application of augmented reality (AR) in education has recently grown in interest due to distant, online, and self-directed learning. In this study, the impact of implementing an AR application on chemical engineering students’ learning motivation and performance was assessed. Two interactive AR lessons on common industrial equipment (i.e., centrifugal pump and shell-and-tube heat exchanger) were developed on the EON-XR platform. A cohort of 50 undergraduate chemical engineering students participated in the AR lessons and evaluated its impact on students’ learning motivation and usefulness as a learning resource. The level of students’ learning motivation was assessed with a 16-item questionnaire based on the Instructional Materials Motivation Survey (IMMS) from Keller’s ARCS model, and qualitative questions related to the future of AR technology in chemical engineering education. Results show that 82% of respondents found AR lessons helpful compared to conventional lesson delivery modes, while 92% were supportive for AR lessons to be an additional resource to existing learning materials. These findings demonstrated that AR technology impacted students’ learning motivation positively across multiple constructs, namely ‘Attention’, ‘Relevance’, ‘Confidence’ and ‘Satisfaction’ and showed great potential as an innovative pedagogical advancement in chemical engineering education.