ARCS Motivation Model Research Articles

Research on Human Resource Development and Training Design Based on ARCS Model

The major of human resource management has trained a large number of human resource management talents for enterprises and institutions, which is the core major in line with the needs of rapid social development. However, with the rapid development of society, the traditional human resource development and training can not meet the needs of society, which has become an obstacle for enterprises to obtain practical talents. Therefore, we should enhance the practice and operation of training skills training, which will improve the practical ability of students. Human resource development and training can make some progress through management game, scenario simulation and case teaching. However, there are still some deficiencies in human resource development and training. ARCS model is a method to stabilize students’ learning motivation, which can guide teachers’ teaching practice. By changing teachers’ traditional ideas, the ARCS model can enhance students’ initiative in learning. First, this paper analyzes the benefits of the ARCS Motivation Model. Then, this paper puts forward some questions. Finally, some suggestions are put forward.

Görsel Sanatlar Ders Materyali Geliştirme Sürecinde ARCS Motivasyon Modelinin Kullanımı

Bu çalışmada; deneysel desen modellerinden, eşleştiril-miş ön test-son test kontrol gruplu seçkisiz desen modeli kullanılmıştır. Araştırmanın çalışma grubu Gazi Üniversite-si, Resim – İş Eğitimi Anabilim Dalı’nda öğrenim görmekte olan 36 lisans öğrencisinden oluşmaktadır. Araştırmada veri toplama araçları olarak Semerci (2010) tarafından geliştirilen Başarı Odaklı Motivasyon Ölçeği (BOM); Çetin, Bağçeci, Kinay ve Şimşek (2013) tarafından geliştirilen Öğretim Teknolojileri ve Materyal Tasarımı Dersine Yönelik Tutum Ölçeği (ÖTMTDYTÖ) ve Eren (2009) tarafından Türkçe’ye uyarlanan Bilgi Kaynaklı Merak Ölçeği kullanıl-mıştır. 14 haftalık deneysel işlem sürecinde ortaya çıkan görsel sanatlar ders materyali tasarımlarının değerlendiril-mesi için uzman görüş formu olarak holistik rubrik kulla-nılmıştır. Ölçeklerden elde edilen veriler Mann- Whitney U Testi kullanılarak analiz edilmiştir. Uzman Görüş For-mu’ndan elde edilen veriler, sınıfiçi korelasyon katsayısı belirledikten sonra, analizleri yine Mann - Whitney U testi ile gerçekleştirilmiştir. Yapılan analizler sonucunda, ön-testte çalışma grubunda yer alan öğrencilerin derse karşı tutumlarında, motivasyonlarında, bilgi kaynaklı merakla-rında anlamlı bir fark ortaya çıkmamıştır. Deneysel işlem sonrasında yapılan son testte ise, ARCS Motivasyon Mode-li’ne göre öğretim süreci tasarlanan deney grubundaki öğrencilerin lehine derse karşı tutumlarında, motivasyonla-rında, bilgi kaynaklı merak düzeylerinde ve çalışmalarında anlamlı düzeyde farklılık görülmüştür.

An Action Research on Applying the ARCS Model and Stratified Teaching in an English Reading Class in a Chinese Elementary School

In a traditional English reading class, the process of imparting knowledge is insipid and learners’ individual differences cannot be fully considered. It largely focuses on knowledge inculcation and teaching efficiency but widens the gaps of achievement among students of different levels to a certain extent. The ARCS model is comprised of attention, relevance, confidence and satisfaction, which works concertedly to improve students’ interest and confidence in learning English, and stimulate and maintain students’ intrinsic motivation. The Stratified Teaching Method can adapt to students’ individual differences, through which individualized teaching can help students improve their reading abilities. In consideration of the respective advantages of the ARCS model and stratified teaching, this paper tries to put them into practice by integrating them into an English reading class. In the present study, the research methods of questionnaire survey, interview and case analysis are employed, and it is found that most of the respondents in the survey take a liking to learning English, but about half of them are driven by some kind of external motivation and lack confidence in learning English well. However, it is also found that most of them would harvest greater confidence after answering teacher’s questions correctly, or performing well in class, or accomplishing their homework satisfactorily after class. It is therefore both necessary and important for teachers to implement the ARCS model of motivation and the Stratified Teaching Method in instructional design in order to enhance students’ confidence and motivation in learning to read and allow every and each of them benefit from the reading class. This paper concludes with a specific example of a teaching plan based on the ARCS Model and Stratified Teaching Method.

The Influence of Teacher-students’ Interaction on Motivation to Learn Mathematics Among High School Students in Laikipia County, Kenya

The purpose of this study was to examine the influence of teacher-students’ interaction on motivation to learn mathematics among high school students. The study was guided by Keller ARCS model of motivation. Descriptive research design was employed in the study. The target population was all 8357 Form Four students from 113 public high schools in Laikipia County. Simple random sampling was used to select sample schools, sample classes and respondents. The sample consisted of 392 mathematics students who participated in this study. A self-administered questionnaire was used in data collection. Cronbach’s alpha was used in estimating the reliability coefficients of research instruments which were acceptable and above 0.7. Data was analyzed using simple regression analysis.The finding showed that teacher-students’ interaction has a significant influence on motivation to learn mathematics. The study concludes that in order to improve effectiveness of teaching and learning, teachers need to use the relevant classroom interaction practices wisely so as to guide and monitor students in the learning process for better motivation so as to enhance acquisition of knowledge.

The Motivational Effects of Involving Students in Rubric Development on Animation Instruction

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).

ARCS motivation model application in a pharmacy elective

BackgroundMotivation is changeable but unpredictable. However, it is felt that many times, the instructor or instructional designer has no control over the ability to change it. John Keller developed the Attention, Relevance, Confidence, and Satisfaction (ARCS) model of motivation to try and solve these problems. Educational activityThis class application of the ARCS model uses students who took an elective in summer 2018. Ten students in the first quarter of the second professional year elected to take this course. ARCS motivational instructional and assessment techniques were used to improve the first lecture in the class to help motivate students to want to participate and do well in the course. Critical analysis of educational activityThis class application demonstrated that the ARCS model learning and assessment strategies could be successful in a pharmacy elective course to improve and maintain motivation. The learning goals assignment and the CIS helped to show that despite the students already being motivated to take the course, motivation could be improved and maintained. Achievement of this motivation occurred through the development of the student's own learning goals and instructor adjustment of course content to ensure goal attainment during the course. Results in this elective course are like those found in other literature. Further studies need to be conducted to determine the effects of this model in other classes, in different non-academic settings, effects on student achievement and need to use more objective measures.

AN EMPIRICAL STUDY ON GAMIFICATION FOR LEARNING PROGRAMMING LANGUAGE WEBSITE

Computer science novice students find it hard to learn and master programming language subjects. In previous work, an investigation was done to confirm this assumption. The finding showed that students experienced ineffective learning, lacked interest towards this course, and lacked motivation. Previous studies have shown that applying Gamification elements in websites engages users. Gamification refers to the use of game elements in a non-game context in order to increase engagement between human and computer. In priory, a gamification-based learning website for programming language course was developed. This study aimed to measure the effectiveness and motivation level of using a Gamification website for programming language learning for first year students. Quantitative research approach was used. The effectiveness of the gamification website was tested using Quasi experiment. Student motivation was measured using ARCS motivation model. The findings showed that there were significant differences in the overall results of student performance (effectiveness and motivation) between the experimental and control groups.

Lajur Ampuh Membaca Bahasa Melayu(LAMBM) In The Teaching and Learning Process

Lajur Ampuh Membaca Bahasa Melayu (LAMBM) is an innovative teaching aid (ABM) for the basic learning in Malay Language created and produced to help Malay Language teachers to solve the problem of the inability to read in Malay Language among students. The implementation and formation of this process adopt the Research of Design and Development approach (DDR), QAIT Model by Slavin (1994) and ARCS Motivation Model by Keller (1988). This syllable basic learning approach employs five learning techniques in the form of games as the teaching aid, namely sound segment, syllable cards, syllable column basic board, syllable consolidation table and syllable poster. Every teaching aid has reading mastery levels starting from introduction to consonants and vowels, pronunciation of letter sounds, reading basic syllables, forming the combination of two syllables, syllable recovery, syllables consolidation and syllables enrichment. LAMBM has undergone a trial segmentt of 4 schools and obtained positive feedback from teachers. The test result at school also shows that LAMBM can engage students to read in Malay Language easily. With LAMBM approach in teaching and learning in class, weak students are able to involve themselves actively in the games while strengthening their mastery of syllable to further increase reading skills. LAMBM has a wide market size in and outside the country. The use of LAMBM increases students’ individual and group participation. LAMBM can also engage weak students to take part actively in class activities. Thus, use of LAMBM in schools demonstrates innovative initiative in the 21st century teaching and learning.

Deconstructing persuasiveness of strategies in behaviour change systems using the ARCS model of motivation

ABSTRACTPersuasive technologies (PTs) motivate behaviour change using various persuasive strategies. However, there is still a dearth of knowledge on how PTs motivate behaviour change and how to design systems to increase their persuasiveness. To provide empirical insight into the mechanism through which PTs persuade, we conducted a large-scale study with 543 participants to investigate the relation between Attention, Relevance, Confidence, and Satisfaction constructs from the ARCS model of motivation and 10 strategies that are commonly used in persuasive systems design. Our results show that the ARCS constructs collectively explain between 82% and 91% of the variance in persuasiveness across the ten strategies. Relevance, followed by Attention, has the strongest association with persuasiveness. The result generalises across gender groups. Therefore, to increase a system’s persuasiveness, designers should focus on designing to increase relevance and to capture user’s attention, while also promoting confidence and a feeling of satisfaction. We contribute to Human–Computer Interaction (HCI) and Persuasive Technology by offering design guidelines for PTs to increase their persuasiveness and hence efficacy.

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.

Impacts and Opinions on the Technology Self-Sufficiency of the Students who are Coding Education in the Flipped Classroom Adapted to the ARCS Motivation Model

Impacts and Opinions on the Technology Self-Sufficiency of the Students who are Coding Education in the Flipped Classroom Adapted to the ARCS Motivation Model

Measuring the Effect of Use Web 2.0 Technology on Saudi Students’ Motivation to Learn in a Blended Learning Environment

Students’ motivation to learn is the goal of the educational process around the world. There is a close link between learning outcomes and students’ motivation to learn. Thus, the success of blended learning in Saudi higher education depends on not only using different teaching methods and massive expenditures on technology but also on students’ motivation to learn. The main objective of this study is to measure the effect of using the Web 2.0 technology on students’ motivation to learn in a blended learning environment through their attention, relevance, confidence, satisfaction inside in this environment. This study used a randomized experimental research design to examine differences in student’s motivation based on their use of Web 2.0 tools in a blended environment in the Computer Science at Al-Imam Muhammad Ibn Saud Islamic University (IMSIU). This study adopted Keller’s ARCS model of motivation to develop a comprehensive framework of factors that affect the use of Web 2.0 tools in blended learning environment. A questionnaire was conducted to collect data from students. Throughout our investigation, we found that there was a statistically significant difference at the level of 0.05 in overall student motivation between the experimental and control groups resulting from the using Web 2.0 tools technology. Moreover, students using Web 2.0 tools were found to exhibit a statistically significant higher degree of motivation. The results of this study can help decision makers readjust the learning strategy by realizing the importance of using Web 2.0 tools as the main platform in Saudi higher education.

ARCS motivation model adapted to gamification applications on a programming language course

ARCS motivation model adapted to gamification applications on a programming language course

Application of Animation Principle of Exaggeration, Creative and Critical Thinking Skills and ARCS Motivation Model in Form 1 Mathematics Integer Topic

Kajian menunjukkan pelajar mempunyai masalah dalam mempelajari topik Integer Matematik Tingkatan 1. Ini menyebabkan pelajar mempunyai motivasi yang rendah dalam pembelajaran. Pelajar memerlukan sokongan tambahan dan motivasi agar mereka dapat belajar lebih baik dan bermotivasi. Kertas kerja ini bertujuan untuk mengkaji aplikasi prinsip animasi exaggeration, kemahiran berfikir kritis dan kreatif serta elemen motivasi terhadap topik Integer Matematik Tingkatan 1. Kertas kerja ini memfokus kepada aspek kemahiran berfikir kritis dan kreatif yang perlu dikuasai, model motivasi ARCS dan prinsip exaggeration dalam animasi iaitu elemen penting yang menyumbang kepada kerangka konseptual kajian.

独習による日本語学習の支援 : その方策とARCS動機づけモデルによる評価( 第二言語学習とその支援に関する教育工学研究)

独習による日本語学習の支援 : その方策とARCS動機づけモデルによる評価( 第二言語学習とその支援に関する教育工学研究)

Exploring the effect of learning styles on learning achievement in a u-Museum

ABSTRACTIn recent years, mobile technology has been developing rapidly and has been widely used. There are many successful cases of mobile technology applied greatly in today’s teaching and even combined with sensing devices to overcome the limitations of traditional learning environment. In order to make teaching more diversified, teachers currently treat field trips as one of the major ways to aid traditional classroom teaching. Based on Keller’s ARCS motivation model, this study used the natural disaster section in the sixth graders’ Natural Science-Taiwan subject as an example and application of radio frequency identification (RFID) technology in mobile devices to develop a context-aware ubiquitous learning system to be applied in the 921 Earthquake Museum of Taiwan. With the guide of the system, learners can use mobile carriers to receive content information displayed in the Museum for learning. This study conducted experiment in the 921 Earthquake Museum of Taiwan to explore whether using the system for learning significantly improves learning outcomes and motivation in comparison to traditional navigation learning. Felder & Silverman’s theory of learning style was incorporated to explore whether there exists differences in learning performance and outcome among learners with different learning styles so design and strategies for future teaching system can be improved.

Design a Civil Engineering Micro-lecture Platform based on the ARCS Model Perspective

Based on ARCS model theory, this paper designed a micro-lecture teaching platform. Due to the integration of Android and SQL Server technology and ARCS model theory, the platform can carry out teaching practice on intelligent mobile devices, and has some features like mobility, seamlessness and strong advancement. At the same time, the course of civil engineering in universities and colleges was taken as an example to test the practical value of this mobile teaching platform. The ARCS motivation model based micro-lecture platform pays attention to the stimulation and maintenance of learners’ motive, focuses on the interest in learning, and strengthens and keeps the interest of learners through a series of strategies to achieve the purpose of learning. It is helpful for changing the present situation in teaching that the level of learners’ learning motivation is weakening, and thereby has certain reference significance for the design of learning-oriented teaching software, especially self-learning teaching software.

BeeDance®を活用した英語指導例 −ARCSモデルに基づいた動機付けの検証−

BeeDance®を活用した英語指導例 −ARCSモデルに基づいた動機付けの検証−

The Effects of a Computer-Assisted Teaching Material, Designed According to the ASSURE Instructional Design and the ARCS Model of Motivation, on Students’ Achievement Levels in a Mathematics Lesson and Their Resulting Attitudes

This study examined the effects that computer-assisted instruction had on students‘ attitudes toward a mathematics lesson and toward learning mathematics with computer-assisted instruction. The computer software we used was based on the ASSURE Instructional Systems Design and the ARCS Model of Motivation, and the software was designed to teach fractions to fourth-grade students. The skill levels of these students were gauged before and after receiving the computer-assisted instruction. We structured our experimental design to use one group for both preand post-tests, which is considered to be one of the weak experimental designs. We conducted our research with 28 students studying in Balikesir, Turkey, for a period of six weeks, using the specifically developed teaching material. We gathered our research data by applying an attitude scale to our mathematics lesson and to computer-assisted instruction. We also applied the Academic Achievement Test for Fractions Unit in Mathematics, a test we developed for our research. We analyzed our gathered data with the Wilcoxon Signed-Rank Test (n 0.05). Based on the research results, we believe that similar materials can also be used for instructing other topics of mathematics, and similar computer-assisted activities can be developed for other courses.

Computer Assisted Educational Material Preparation for Fourth Grade Primary School Students’ English Language Class in Teaching Numbers

In this study, using ADDIE instructional design model, it is aimed to prepare English language educational material for 4 th grade primary students to teach them numbers. At the same time, ARCS model of motivation‘s attention, relevance and satisfaction phases are also taken into consideration. This study also comprises of Design Based Research which includes design, theory and application processes. The first phase of the ADDIE method is the analysis where there is a discussion with primary school English language teachers so as to determine the topic, the content and the target groups. During the design phase; objectives, strategies, activities, assessments, and methods of learning are determined to organize and present the content on the basis of learning objectives. In the development phase; images, animations and user interface are created in accordance with students‘ ages. Additionally, sounds including the pronunciation of digits and numbers are created and the codes of the visual scenarios that are designed are written in ActionScript 2.0 in Adobe Flash CS3 Professional. At the implementation phase, some of the target group students are tested with prototype material that has been implemented. In the classroom, students learn both the pronunciation and the spelling of the numbers. After checking their spelling and typing errors of numbers with quizzes, the students repeat what they have learned and then they take the spelling quizzes. The program checks the misspelled words. Students who correctly complete the quizzes are entitled to have one flag. And when they have all the flags (4 flag), they receive a certificate of achievement. With this rewarding technique, it is intended to raise the motivation of the students. Finally, at the evaluation step, the observed problems in the materials are revised. At every stage of the process, expert evaluations are consulted. With this study that is based on ADDIE instructional designed model and ARCS motivational model, it is