Attention, Relevance, Confidence And Satisfaction Model Research Articles

The application of flipped learning to a gross anatomy dissection course.

We implemented flipped learning for a gross anatomy dissection course and compared its effects on students' motivation and academic achievement with those of traditional dissection methods. We invited 142 first-year medical students at Chonnam National University Medical School to participate in this study. All participants engaged in traditional dissection methods in the first part of the study and flipped learning in the latter part. Medical students' motivation to learn anatomy by cadaveric dissection was measured using the ARCS (Attention, Relevance, Confidence, and Satisfaction) model. Thereafter, all students completed a written examination consisting of 96 multiple-choice questions. The students' mean motivational score regarding attention was significantly higher in association with flipped learning than with traditional learning. However, the students' mean motivational scores regarding relevance, confidence, and satisfaction were not significantly different between the methods. Additionally, the mean anatomy practice test score was significantly higher in association with flipped learning than with traditional learning. The students' motivational scores and anatomy practice test scores associated with flipped learning positively correlated with the extent of learning material completion. The students' responses indicated that flipped learning helped enhance the learning process, improve time management, reduce confusion during practice, and promote independent practice. The application of flipped learning to a cadaveric dissection course increased individual learning motivation, which improved learning activities both in and out of class, as well as academic achievement.

The efectiveness of augmented reality technology in enhancing learning outcomes among primary school students: a study based on the ARCS model of motivation

This paper examines the effectiveness of using augmented reality (AR) with the ARCS (Attention, Relevance, Confidence, and Satisfaction) framework to improve student performance and motivation in primary schools in Saudi Arabia. A sample of 100 randomly selected primary school pupils from grades 4 to 6 were used in the study, and two motivational and learning use scales were used to collect data. The results of the study indicated that AR implementation using the ARCS framework significantly improved knowledge and motivation among the primary school students. The paper recommends that AR should be adopted in primary schools in Saudi Arabia, specifically for grades 4 to 6, as an effective method of enhancing student learning and motivation.

Development and Evaluation of Virtual Reality-based Simulation Content for Nursing Students Regarding Emergency Triage

Purpose: The purpose of this study was to develop a virtual reality (VR)-based simulation program for nursing students regarding emergency triage and evaluate its usability.Methods: The content was developed according to the system development lifecycle: analysis, design, implementation, and evaluation. Experts and fourth-year nursing students verified the validity and usability of the content. The study was conducted from November 2021 to June 2022.Results: The VR content was constructed using Keller’s ARCS (attention, relevance, confidence, and satisfaction) model of motivational design as a basic strategy. Nurses were dispatched to an emergency site where a major accident had occurred, and 20 casualties were classified according to the triage and acuity scale. The research participants assigned scores for the following sub-factors after applying the VR content developed in this study: Relevance scored highest (4.23 out of 5), followed by confidence (3.81 out of 5), attention (3.76 out of 5), and content satisfaction (2.52 out of 5).Conclusion: The VR-based simulation content for emergency patient classification developed in this study may be useful for nursing students. However, inconveniences caused by the use of VR devices or problems with adaptation to the virtual environment may occur. Therefore, establishing countermeasures and systematically developing content for various disaster environments will help improve the core competencies of nursing students in disaster nursing.

Leveraging MOOCs for learners in economically disadvantaged regions.

While Massive Online Open Courses (MOOCs) have seen a surge in enrollments in higher education around the world especially during the Covid-19 pandemic, it is unclear if learners from the economically disadvantaged regions (EDR) are also able to capitalize on them. Specifically, challenges related to using MOOCs in these regions have been reported in the literature. Thus, the objective of this paper is to address the pedagogical challenge by investigating approaches to leverage MOOCs for learners in EDR. Drawing from the ARCS (i.e. Attention, Relevance, Confidence and Satisfaction) model, we proposed an embedded MOOCs approach where bite-sized MOOCs segments are integrated into in-class lectures under the guidance of the instructors. The effectiveness of the embedded MOOCs approach was evaluated and compared with other instructional methods. Results from randomized experiments showed that the embedded MOOCs approach had higher evaluations in terms of attention, relevance and satisfaction than face-to-face learning approach. In addition, the embedded MOOCs approach outperformed asynchronously blended MOOCs in enhancing students' relevance perception. Regression analysis further revealed that attention, confidence, and satisfaction perceptions were positively associated with students' intention to adopt the embedded MOOCs approach in their future studies. The findings shed light on how to utilize MOOCs and re-use content in MOOCs for global benefits and enable new pedagogical developments. The findings also underscore the importance of local social support and offline interactions to support the online learning materials.

An Analysis Of Students’ Motivation In Teaching And Learning Process By Using Kahoot

Kahoot! is a game-based learning platform used to review students’ knowledge, for formative assessment or as a break from traditional classroom activities. Play is a social-centred process, able to boost motivation and promote learning across all levels and ages. With the growing push for creativity in the classroom as well as the application of effective technology in teaching and learning. The key of teaching and learning process affects the students’ motivation as well as the learning goals. This study was carried out to describe an analysis of students’ motivation in learning process by using Kahoot! and to describe Kahoot! is effective to motivate students in learning writing process. This research used qualitative method with the observation and questionnaires as the instruments. It involved about three classes of the second grade students of SMPN 1 Sumber. The Sample was VIII A, VIII B, VIII H consist of 100 students. The data was analyzed descriptively. The findings showed that the result of ARCS (Attention, Relevance, Confidence, and Satisfaction) model of motivation defined the students motivated in learning process by using Kahoot! In addition, the result of the questionnaire Kahoot! was effetive to motivate student in learning writing process.

THE EFFECTIVENESS OF ARCS ( ATTENTION, RELEVANCE,CONFIDENCE AND SATISFACTION) MODEL TO IMPROVE STUDENTS' LISTENING COMPREHENSION

The aims of this study to find out the effectiveness of Using ARCS (Attention, Relevance, Confidence and Satisfaction) model to improve students’ listening comprehension at eleventh grade of SMAN 9 Makassar. In this research was a Descriptive Quantitative research which used experimental research by applying random sampling technique. The samples of the research were the eleventh grade students of SMAN 9 Makassar consisted of 25 students XI.MIA 4. The researcher used one group pre-test post-test design. This research was not control group. In the first step, the researcher gave pre-test and gave eight meetings treatment with narrative text material. After the researcher did the treatment, the researcher gave the students post-test.This research findings were the value of pretest to post-test was higher. Before treatment the value of pretest was 70.6, but after the treatment, the mean score of student post-test was 89.8. The result also showed the improvement of student’s listening increased 21.38 %. It showed that t-test > value was higher than t-table 7.08>2.0. So, the conclusion is H0 was rejected and H1 was accepted, the effect of ARCS (Attention, Relevance, Confidence and Satisfaction) model to improve students’ listening comprehension is effective.

Using GeoGebra in Teaching Geometry to Enhance Students Academic Achievement and Motivation

The goal of this study was to evaluate the effect of using GeoGebra with the ARCS (Attention, Relevance, Confidence, and Satisfaction) model on academic achievement and motivation. In this regard, an experimental and a control group were constituted. The academic motivation questionnaire (Harter, 1981) was used to measure participant’s motivation. Further, two instances of a multiple-choice questions test on a topic in Geometry were designed to measure student’s academic achievement. In order to collect data, the pre-tests were applied to each group at the beginning of the lessons. The experimental group was taught using GeoGebra and the control group was trained with the traditional teaching method. At the end of the lessons, the post-tests were administered to both groups. The statistical difference between participant’s post-test academic motivation and learning of the experimental and control group was analyzed with ANCOVA after examining the assumptions of this test, namely normality and homogeneity in each group. Results of the study indicated that the scores of academic achievement and motivation in the experimental group were significantly more than that of the control group.

Using the ARCS model to improve undergraduates’ perceived information security protection motivation and behavior

The ARCS (attention, relevance, confidence, and satisfaction) model was used to design an information security (InfoSec) course, and its effects on students' perceived InfoSec protection motivation and their InfoSec behavior were explored. A quasi-experimental design was adopted in this research. The participants were 147 undergraduates who took liberal arts courses in a university in southern Taiwan. There were 68 students in the experimental group and 79 in the control group. The specific teaching strategies of the ARCS model based on the Protection Motivation Theory were used to explore students' learning outcomes. The results of the study revealed that after attending the course that applied the ARCS model, the experimental group students outperformed their counterparts in terms of perceived InfoSec protection motivation (perceived severity, vulnerability, response efficacy, self-efficacy, and response costs). Meanwhile, the experimental group students’ self-report frequencies of problematic InfoSec behavior were lower than those of the control group students. These findings imply that InfoSec education using the ARCS model in the liberal arts education courses of universities has potential.

CrossQuestion Game: A Group-Based Assessment for Gamified Flipped Classroom Experience Using the ARCS Model

The importance of formal online education has been felt like never before because of the ongoing nature of the COVID-19 pandemic. Researchers and academics are continuously experimenting with combinations of established pedagogies, tools, and technologies to enhance or sustain the student learning process and motivation. For this study, we have designed and developed a multi-player game called CrossQuestion to explore the combined effect of applying gamification and flipped classroom pedagogies using the ARCS (Attention, Relevance, Confidence, and Satisfaction) model guidelines and its application in the obligatory IT foundation online course during the pandemic. We delivered this course to 79 undergraduate (mostly) non-IT students in Ajman University, UAE. Students were randomly divided into a non-gamified cohort (35 students gone through lecture-based instructions and paper-based assessments–Spring 2019-20–pre-COVID-19 face to face environment) and a gamified flipped classroom cohort (44 students, played the CrossQuestion game–Spring 2020-21–during COVID-19 online environment). We collected the survey data anonymously through our customized Instructional Materials Motivation Survey (IMMS) tool and then performed descriptive analysis, t-test, and regression analysis to address the research hypothesis. We found a significant relationship between learning motivational factors and learning effectiveness. We also found the positive influence of our game on students’ motivation.

Harnessing the Beast - COVID-19: Integrative Knowledge-Building with LCT Autonomy

Cytology is one of the core sections of introductory first-year Biology courses. Laboratory practicals form an integral component of these Cytology curricula - experiential learning through microscopy which students find fascinating and engaging. In contrast, we found that students are much less enthusiastic about the theory part presented during lectures – they perceive the content as being complex, high in volume and due to scale, often purely theoretical. Applicable real-world context is often far removed from the lived experiences of most students. However, the dramatic arrival of Coronavirus disease (COVID-19) early in 2020 presented vast and new possibilities for these lectures and was therefore selected as narrative to teach certain Cytology concepts to improve engagement and equip students for the future challenge. The ARCS (Attention, Relevance, Confidence and Satisfaction) Model of Motivational Design Theories underpins the rationale for using this narrative, whereas the Autonomy dimension of Legitimation Code Theory served as a theoretical framework to enable integrative knowledge-building. This strategy integrated two different bodies of knowledge, science and health science. It further harnessed the uncertainty caused by the novel virus to evoke a deeper level of curiosity and motivation among the students, who were visibly engaged in this Cytology offering.

PENGEMBANGAN MODUL PELATIHAN PENGENALAN DASAR BAHASA PEMROGRAMAN JAVA DENGAN MODEL ARCS


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 The introduction of programming languages ​​to students is very rare. As a solution for the introduction of programming languages ​​for students is to hold training and workshops for students. The training module was developed by applying the ARCS (Attention, Relevance, Confidence and Satisfaction) model with the aim of increasing students' motivation to learn programming languages ​​further. The resulting module was applied to the training carried out for students of SMA Negeri 10 Jambi City. There were 30 participants, consisting of grade 10 and grade 11 students. Participants were mentored by 4 instructors who were also observers. The ARCS model can be used as a reference in developing Java programming training modules with the aim of motivating and enthusiastic students. The module has been used in basic java programming training at SMA 10 Jambi City, with observations (scale 100), for an average student attention of 91.25, participation 94, persistence 93.25, task completion 83.25, and activeness 93.5.
 

Adapting CTF challenges into virtual cybersecurity learning environments

Purpose This paper aims to highlight the potential of using capture the flag (CTF) challenges, as part of an engaging cybersecurity learning experience for enhancing skills and knowledge acquirement of undergraduate students in academic programs. Design/methodology/approach The approach involves integrating interactivity, gamification, self-directed and collaborative learning attributes using a CTF hosting platform for cybersecurity education. The proposed methodology includes the deployment of a pre-engagement survey for selecting the appropriate CTF challenges in accordance with the skills and preferences of the participants. During the learning phase, storytelling elements were presented, while a behavior rubric was constructed to observe the participants’ behavior and responses during a five-week lab. Finally, a survey was created for getting feedback from the students and for extracting quantitative results based on the attention, relevance, confidence and satisfaction (ARCS) model of motivational design. Findings Students felt more confident about their skills and were highly engaged to the learning process. The outcomes in terms of technical skills and knowledge acquisition were shown to be positive. Research limitations/implications As the number of participants was small, the results and information retrieved from applying the ARCS model only have an indicative value; however, specific challenges to overcome are highlighted which are important for the future deployments. Practical implications Educators could use the proposed approach for deploying an engaging cybersecurity learning experience in an academic program, emphasizing on providing hands-on practice labs and featuring topics from real-world cybersecurity cases. Using the proposed approach, an educator could also monitor the progress of the participants and get qualitative and quantitative statistics regarding the learning impact for each exercise. Social implications Educators could demonstrate modern cybersecurity topics in the classroom, closing further the gap between theory and practice. As a result, students from academia will benefit from the proposed approach by acquiring technical skills, knowledge and experience through hands-on practice in real-world cases. Originality/value This paper intends to bridge the existing gap between theory and practice in the topics of cybersecurity by using CTF challenges for learning purposes and not only for testing the participants’ skills. This paper offers important knowledge for enhancing cybersecurity education programs and for educators to use CTF challenges for conducting cybersecurity exercises in academia, extracting meaningful statistics regarding the learning impact.

A Case Study of a Lesson on the Sample Mean for Prospective Mathematics Teachers

In statistical inference, many students have a difficult time learning the sample mean, sampling distribution, and the central limit theorem, even though these are key concepts in statistics. This study aimed to identify and correct prospective mathematics teachers’ misconceptions about the sample mean and sampling distribution during the statistical inference process in an introductory statistics course at two Korean universities. It also aimed to develop an exploratory lesson by applying Keller’s ARCS (attention, relevance, confidence, and satisfaction) model so that the prospective teachers could better understand the sample mean and sampling distribution and correct their misconceptions. The exploratory lesson was implemented, observed, and analyzed. The findings showed that the exploratory lesson had positive effects on prospective teachers’ attention, relevance, confidence, and satisfaction. In addition, through communication and discussion with their peers, they could better understand the concepts, discover new facts, and correct their misconceptions in the exploration process of the lesson. Thus, this study provided empirical evidence to show that an exploratory statistics lesson using Keller’s ARCS model can be an effective lesson model for teaching statistical inference.

Peer tutors’ views on their role in motivating learners to learn mathematics

Many learners are unmotivated to learn mathematics due to a lack of attention, irrelevance of mathematics, low self-confidence and dissatisfaction. However, peer tutoring can afford learners opportunities to engage with other individuals who have overcome similar challenges in the learning of mathematics and who can motivate them to become increasingly mindful of the task at hand at their own pace in a one-on-one relationship. This article reports on Grade 12 peer tutors’ views on their role in motivating Grade 8 and Grade 9 learners to learn mathematics in relation to the four categories of learner motivation, namely attention, relevance, confidence and satisfaction (ARCS). The four categories adapted from the ARCS model of motivation were used as a lens to view and analyse the data using theoretical thematic analysis. This qualitative article utilised pre- and post-interviews as data collection instruments. Ten of the best-performing Grade 12 learners at an ex-model C school in Gauteng province in South Africa were purposively selected to participate in the research. The findings revealed that peer tutors view their role to motivate learners to learn mathematics peculiar to seven positions, which can inform future research on intervention strategies to improve mathematics performance. This article introduces research on an adapted use of the ARCS model of motivation in motivating learners to learn mathematics, which is a novel way of bringing new perspectives to research on motivation in mathematics at secondary school level.

This doi for the item has been retracted by the publisher

<p style="text-align: justify;">Cytology is one of the core sections of introductory first-year Biology courses. Laboratory practicals form an integral component of these Cytology curricula - experiential learning through microscopy which students find fascinating and engaging. In contrast, we found that students are much less enthusiastic about the theory part presented during lectures – they perceive the content as being complex, high in volume and due to scale, often purely theoretical. Applicable real-world context is often far removed from the lived experiences of most students. However, the dramatic arrival of Coronavirus disease (COVID-19) early in 2020 presented vast and new possibilities for these lectures and was therefore selected as narrative to teach certain Cytology concepts to improve engagement and equip students for the future challenge. The ARCS (Attention, Relevance, Confidence and Satisfaction) Model of Motivational Design Theories underpins the rationale for using this narrative, whereas the Autonomy dimension of Legitimation Code Theory served as a theoretical framework to enable integrative knowledge-building. This strategy integrated two different bodies of knowledge, science and health science. It further harnessed the uncertainty caused by the novel virus to evoke a deeper level of curiosity and motivation among the students, who were visibly engaged in this Cytology offering.</p>

Framework for designing motivational augmented reality applications in vocational education and training

One of the greatest advantages of augmented reality (AR) in education is that AR increases student motivation. Nevertheless, there is a gap between the research on student motivation in AR and the definition of frameworks to inform and guide the design and development of AR applications that effectively support student motivation. In this paper, we attempt to bridge that gap as we introduce and evaluate a framework for designing motivational AR applications. Our framework has been built upon three theoretical foundations: motivational design, universal design for learning and co-creation. The evaluation study was conducted with 58 chemistry students enrolled in the vocational education and training (VET) program for Laboratory Operations, and we found that the framework not only effectively supports the four dimensions of Keller's (2010) ARCS (attention, relevance, confidence and satisfaction) model of motivation, but also demonstrates exceptional results in the Attention and Confidence dimensions of motivation.

Effect of ARCS Model on Learning Independence of 21st Elementary School

This research aims to know the effect of using Attention, Relevance, Confidence and Satisfaction (ARCS) model on the learning independence of 21st century elementary school.Theresearch method used was a quasi experiment with control pretest-post test design. The research population is from elementary school district Minggir, Sleman Yogyakarta of the academic year 2017/2018. The research grade V, samples as many as 82 students in three schools. The samples were taken with simple random sampling technique. Technic of data collectionusing questionnaire and data analysis techniques. Independent Sample t-Test. The results showed: (1) act more effective model ARCS used in conventional model are compared to; and (2) there is an interaction between ARCS model to the learning independence character of 21st century with had significant 0.000 less than α (0.05).

DEVELOPMENT OF A CONCEPTUAL FRAMEWORK FOR MATHEMATICAL LEARNING SOFTWARE BASED ON EXAGGERATION PRINCIPLE, MOTIVATIONAL ELEMENTS AND CRITICAL AND CREATIVE THINKING SKILL

Several studies have shown that motivation elements can motivate students in learning mathematics. Thus,this study was carried out to examine the impacts of the application of animation exaggeration principle,critical and creative thinking skill (CCTS), motivation elements on the development of learning software. This study used a literature survey method to help highlight the appropriate elements of CCTS, exaggeration principle, and the Attention, Relevance, Confidence and Satisfaction (ARCS) model deemed necessary for the learning of integers of Form One Mathematic. Findings showed that the exaggeration principle, CCTS and motivation elements could be effectively applied to squash and stretch and character design of a kangaroo character through its movements on a line number. Through this study, a conceptual framework was developed based on the amalgam of elements of ARCS model, CCTS, and exaggeration principle, to which educational software developers and practitioners could refer to produce efficacious learning application for mathematics

Inquiry-based Archival Instruction: An Exploratory Study of Affective Impact

ABSTRACT Archival instruction pedagogy is shifting from traditional lecture-based show-and-tell approaches to more active hands-on strategies that fall within the realm of active or inquiry-based instruction. Archivists are beginning to assess their instruction sessions using reaction assessments, learning assessments, performance assessments, and blended approaches; gathering data to illustrate the efficacy of the instruction pedagogy employed and thereby shedding light on how archives contribute in meaningful ways to student learning. These studies tend to focus on the cognitive rather than the affective impact of instruction, frequently use methods that depend on written course assignments for their analysis (e.g., citation analysis), and are never comparative. Employing a classic experimental design as well as transformational teaching theory and the ARCS (Attention, Relevance, Confidence, and Satisfaction) Model as a foundation, this study seeks to fill this gap in the archival literature. By assessi...

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

This study was conducted in order to examine the effects of gamification applications adapted to an ARCS (attention, relevance, confidence and satisfaction) motivation model for programming courses on the academic achievement and motivation of students. Also, it was planned to identify students' opinions regarding the applications. During the application process, for the experimental group, the Moodle LMS system with gamification in the classroom was used. For both groups, during an eight-week blended study period, the ARCS motivation model was used. The results of this study indicate that both groups successfully adapted to the ARCS model. Nevertheless, the experimental group, supported by gamification, reported better success than the control group. Another important finding is that students in both groups were highly motivated in the areas of self-confidence and satisfaction, but there was a significant difference in favour of the experimental group supported by gamification applications. It is hoped and believed that this study will provide a valuable contribution and background to the relevant literature.