Instructional Materials Motivation Survey Research Articles

Students’ Motivation Level in Gamification of Accounting Teaching and Learning – A Case of ‘Accounting on the Block’

Learning accounting can be very challenging for most students. Students are not only expected to demonstrate a proficiency in accounting process, they must also demonstrate a depth of knowledge and understanding of accounting concepts and fundamentals. In most accounting courses, educators depend on the textbook or power point slides to give lectures and illustrate all the workings on the black/whiteboard while students are listening passively or busy taking notes. Lack of attraction and engagement in the conventional way of accounting teaching and learning may lead to difficulty in understanding basic accounting concepts and overall accounting process, thereby demotivating students to learn accounting. Alternatively, gamification of teaching and learning may provide a useful technique to enhance students’ engagement and motivation. For this reason, the authors have proposed a gamification technique, known as “Accounting on the Block” (AOTB), which is an accounting board game to teach Published Financial Statements for accounting students at diploma level. While numerous studies have been conducted to evaluate students’ motivation level in digital game-based learning, there are relatively few studies that address students’ motivation level when using physical games, such as board games. To shed light in this area, a case study was conducted on 50 accounting students who were experimented with the AOTB board game. The Instructional Materials Motivation Survey (IMMS) instrument was applied to measure students’ motivation level. The results revealed that most students’ motivation levels were positive and they were satisfied with the use of AOTB board game in their learning. However, students also expected improvements in some aspects of the game.

Motivational design to grab attention, establish relevance, build confidence, and achieve satisfaction about evidence‐based medicine for pharmacists

AbstractIntroductionA primary challenge of effectively teaching evidence‐based medicine (EBM) is a lack of learner motivation for the topic. The objective was to evaluate an online, EBM course created using motivational design principles.MethodsAn online EBM continuing education course was designed and delivered to pharmacy residents. The validated Instructional Materials Motivation Survey (IMMS) and an open‐ended survey based on Keller's Attention, Relevance, Confidence, Satisfaction (ARCS) components were used to evaluate the design and instructional materials. A mixed‐methods approach was used to analyze the quantitative and qualitative data sources.ResultsTwenty‐six (96%) participants successfully completed the course. The overall mean score for the course was 87%. The mean IMMS score was 126.2 (standard deviation [SD] = 14.6). Mean scores for individual ARCS components were relevance 3.8 (SD = 1.0), confidence 3.7 (SD = 1.1), attention 3.4 (SD = 1.1), and satisfaction 3.0 (SD = 1.0). Design principles identified as being positive influencers of the ARCS components included organized and logical flow of activities, realistic examples and personalized application expectations, a manageable amount of effort and enough flexibility to fit into the busy practice position, and reminder prompts regarding upcoming due dates. The use of multiple learning formats (videos, readings, online discussions, etc.) emerged as positive influences of confidence and satisfaction.DiscussionEvidence‐based medicine can be a challenging topic for pharmacy learners. Motivational design was an effective strategy to help learners gain knowledge and skills related to EBM.

The effect of personalized feedback on listening and reading skills in the learning of EFL

The present study firstly assesses how students can develop and improve the skills of listening and reading through personalized feedback. Secondly, it evaluates the motivational effects of the use of Audience Response Systems (ARS) in English lessons in comparison with the lessons where these electronic devices are not used. In three sessions, 68 sixth-grade students did exercises of reading and listening based on their errors, while other 68 students–the control group–completed generic activities working on those skills. Clickers, ARS devices, were used in both groups as a tool for gathering students’ answers, and the Reduced Instructional Materials Motivation Survey (RIMMS) was employed to evaluate their influence on students’ motivation in the English subject. The results show that both groups were more motivated with the use of clickers and that the group with personalized feedback improved their receptive skills more than the control one, especially in the general information variables.

The Relationship between Academic Performance and Motivation Level in e-Learning among Thailand University Students

E-learning has been extensively implemented in universities and motivation is one of the important factors contributing the successful learning. However, few studies focus on the relationship between student motivation level and academic performance in e-learning. Therefore, we explored the relationship between motivation and academic achievement among students in Thai universities. 115 social science students filled in an instructional materials motivation survey and the data was analyzed by using SPSS software. The majority of students were found to have upper to medium motivation levels in e-learning. Further, there was a weak, positive correlation between motivation level and academic achievement, but it was not statistically significant. More results are discussed in this paper.

The Influence of Instructional Design and Instructional Material on Learners’ Motivation and Completion Rates of a MOOC Course

Despite the formal, non-formal and informal training opportunities offered by MOOCs, they show low completion rates due to both personal factors of the participants and the instructional design of the courses. Empirical research has shown that good instructional design can help increase learners’ motivation, helping them achieve high performance by completing the program. To determine to which extent the quality instructional material, which is the result of a good instructional design, contributes to their motivation and high rates of completion of the courses, we created an eight (8) week MOOC program on “Violence and bullying in schools”, following the instructional design model “Systems Approach Model”. The motivation of the learners from the instructional material was measured using the Instructional Material Motivation Survey (IMMS) tool and showed that all the learners were highly motivated both as a whole and in every factor of the ARCS model (Attention, Relevance, Confidence, Satisfaction) contributing to very high completion rates, as from the 1309 learners who started the program, 1050 completed it (80.2%). Considering the results of our research, we, finally, suggest some points that can be taken into account when designing similar programs.

Effects of a Ubiquitous Guide-Learning System on Cultural Heritage Course Students’ Performance and Motivation

In most cultural heritage courses, students physically visit several renowned heritage sites for educational purposes. However, because of time and manpower limitations, many teachers use traditional outdoor instruction methods to transmit vital information regarding these sites and buildings. This approach could result in students merely memorizing knowledge for test-taking purposes, rather than engaging in active thinking. Therefore, this study proposed using a ubiquitous guide-learning system to enhance students’ performance and active participation in cultural heritage courses. To evaluate the effectiveness of the proposed system, a trial experiment was conducted to visit eight heritage sites featured in the cultural heritage course offered by a local university. In total, 62 students were randomly assigned to either an experimental group testing the proposed system or a control group using traditional outdoor instruction methods. The experimental results indicated that our ubiquitous guide-learning system significantly improved students’ learning achievements. The outcome of the Instructional Materials Motivation Survey questionnaire indicated that the experimental group participants were motivated to learn and interested in using the proposed system. Moreover, the two groups had statistically significant results for the attention, confidence, and satisfaction factors. Therefore, implementing our proposed system in conjunction with cultural heritage education courses may yield a significant learning advantage for students by improving overall learning performance and motivation.

Investigating ESL Learners' Motivation through ARCS Motivational Design Model

This research aimed to determine whether there exists a relationship between the four elements of Keller's ARCS motivation framework and undergraduate students' motivation to learn English as a second language. ARCS' is the acronym for Attention, Relevance, Confidence and Satisfaction. This study employed a quantitative approach and used a survey questionnaire for collecting data from 300 students enrolled in the undergraduate programs in four universities (two public sectors and two private sectors). The questionnaire was adapted from Keller (1987), Loorbach et al. (2015), Instructional Materials Motivation Survey (IMMS) and Wimolmas, (2013). The items were rated on a 5-point Likert Scale. SPSS software (v.23) was used to analyze the data. Demographic/background data was analyzed by running descriptive statistics. Overall, two main statistical analysis tests that are Pearson correlation analysis and Regression analysis were used in this study to determine the relationship among the variables of the study. The findings revealed that there is a significant positive relationship between all of the four factors of the ARCS model (attention, relevance, confidence and satisfaction) and undergraduate students' motivation to learn English as a second language.

Educational Uses of Augmented Reality (AR): Experiences in Educational Science

Augmented Reality (AR) is an emerging technology that is gaining greater influence on teaching every day. AR, together with mobile technology, is defined as one of the most efficient pairs for supporting significant and ubiquitous learning. Purpose of the study: the Instructional Material Motivational Survey (IMMS), by Keller, was used to determine the degree of motivation possessed by the Pedagogy students on the utilization of the notes enriched with AR in the classroom, available for their didactic use through mobile devices. Methods: through an app designed for the courses Education Technology (ET) and Information and Communication Technologies (ICT) Applied to Education, the motivation gained when participating in this experience, and how it influences the improvement of academic performance, was evaluated. Results and conclusions: the most notable main result was finding a strong relationship between the motivation of the students when using the enriched notes and the increase of performance in the academic subject where it was used. Likewise, it was proved that the use of Augmented Reality benefited the learning process itself.

Libraries May Teach Some Skills through Mobile Application Games

A Review of:
 Kaneko, K., Saito, Y., Nohara, Y., Kudo, E., & Yamada, M. (2018). Does physical activity enhance learning performance? Learning effectiveness of game-based experiential learning for university library instruction. Journal of Academic Librarianship, 44(5), 569-581. https://doi.org/10.1016/j.acalib.2018.06.002
 Abstract
 Objective – To understand the impact of a mobile application game for library knowledge acquisition, task performance, and the process of learning.
 Design – The main experiment included a pretest, learning experience, post-test, and a questionnaire. One month later, a post-experiment was conducted, including a test of “declarative knowledge” and a behavioural test.
 Setting – Kyushu University in Fukuoka, Japan
 Subjects – 36 first-year undergraduate students, of which 25 were female and 11 were male. Students were divided into experimental and control groups. 32 students completed the study.
 Methods – In the main experiment, students responded to the same 20 question pre-test on library use, and then both groups participated in learning experiences designed to convey knowledge about using the library. The control group’s learning setting was a web-based tutorial about the library. The experimental group’s learning setting was “Library Adventures: Unveil the Hidden Mysteries!” a “game-based learning environment” developed by the researchers (Kaneko, Saito, Nohara, Kudo, & Yamada, 2015, p. 404), which required students to complete activities by physically moving through the library. For both groups, learning content related to local library procedures, like hours, arrangement of collections, and methods for locating books and articles. The game collected data that the authors analyzed using statistical methods in an attempt to validate quizzes that were embedded in the game. After finishing the learning experience, all students completed the 20-question post-test, and then responded to the Instructional Materials Motivation Survey (IMMS), a questionnaire designed to gauge learning motivation using the Attention, Relevance, Confidence, and Satisfaction (ARCS) model. One month following the main experiment, all students took a test of declarative knowledge and completed a skills test.
 Main Results – Experimental and control group students gained about the same level of declarative knowledge. All students lost some knowledge in the one-month gap between the main and post-experiment. Students who had learned through Library Adventure were able to borrow a journal and locate a newspaper article more effectively than the control group. In contrast, tutorial users made study room reservations more quickly than the experimental group. More significantly, the IMMS instrument demonstrated that game-based learners scored higher in attention, relevance, and satisfaction than tutorial-based learners. Experimental and control group participants demonstrated the same level of confidence.
 Conclusion – While inconclusive about the effectiveness of games versus tutorials for acquisition and retention of knowledge, the authors concluded that game-based instructional content may foster greater learner engagement, aiding some students in understanding how to use the library in a manner superior to web-based tutorials. Librarians and instructional designers developing game-based learning experiences for novice library users may find this research informative.

Correlation of Learning Motivation Based on ARCS Model With English Achievement of Midwifery Students

This research aimed at analyzing the correlation between learning motivation and the English achievement of Midwifery students. The research was conducted at Midwifery Academy of Harapan Mulya Ponorogo, East Java, Indonesia. The respondents were 39 students. Data were collected through motivational questionnaires adopted from the ARCS Keller’s model, namely Course Interest Survey (CIS), and Instructional Materials Motivation Survey (IMMS). The English achievement was obtained from the score of the final exam with the correlation analysis used was Pearson Product Moment. The result of the statistical test of the correlation between learning motivation based on students’ perception of the Instructor-led instruction and English achievement showed the level of significance that was 0,008<0,05 with coefficient correlation 0,431. The correlation of learning motivation based on students’ perception toward instructional materials with English achievement showed the correlation coefficient that was 0,349 with significance level 0,029<0,05. The result shows that there is a significant correlation between learning motivation and English achievement. The researchers suggest that the lecturers improve the motivation of students’ learning through improving lecturers’ competencies in teaching, using appropriate learning methods, and teaching materials that are in accordance with the field of student interest in learning.

The Motivation of Technological Scenarios in Augmented Reality (AR): Results of Different Experiments

Augmented Reality (AR) is an emergent technology that is acquiring more and more relevance in teaching every day. Together with mobile technology, this combination arises as one of the most effective binomials to support significant and ubiquitous learning. Nevertheless, this binomial can only prove valid if the student is motivated to use it during the learning process. An attempt was made through the implementation of Keller’s Instructional Material Motivational Survey model o determine the degree of motivation of Pedagogy, Medicine and Art students from the University of Seville for using AR-enriched notes available by means of mobile devices in the classroom. Three applications designed for the subjects of Educational Technology, Anatomy and Art served to assess it positively in terms of the motivation raised by the participation in the experiment, as well as regarding academic performance improvement. It can additionally be stated that our main finding was a link between students’ motivation to use the enriched notes and the performance obtained in the subject in which they use them. Evidence was also found that the utilization of Augmented Reality benefits the learning process.

Effectiveness of Gamification Elements in Blended Learning Environments

The purpose of this study was to determine the effectiveness of blended learning environments enriched with the use of gamification elements. The study was carried out using the convergent parallel mixed design, in which the qualitative and quantitative data were integrated. The study was conducted with 63 participants who were randomly divided into control and experimental groups. In the experimental group, the activities were enriched in the environment by using the gamification elements but not in the control group. The data were collected by Community of Inquiry data collection tool, academic achievement test, Instructional Materials Motivation Survey, experience activity, and interviews. According to the results, no difference was observed between the groups in terms of community of inquiry model, academic achivement, motivation. These findings are supported by qualitative data. According the findings, it could be stated that learning occurred in the form of latent learning in the experimental group.

Análisis de la motivación ante el uso de la realidad virtual en la enseñanza de la historia en futuros maestros

La Realidad Virtual está adquiriendo una gran relevancia en el ámbito educativo. Es necesario potenciar la formación de los futuros maestros en el uso de estas tecnologías emergentes que permiten mejorar los procesos de enseñanza-aprendizaje. Se presentan los resultados de un estudio sobre la motivación de 94 estudiantes del Grado de Maestro en Educación Primaria de la Facultad de Educación de Albacete (UCLM) que han participado en una actividad en la que, a través del uso de la Realidad Virtual como herramienta didáctica, han trabajado contenidos curriculares de Historia que deben enseñar en su futura práctica docente. Para medir la motivación se utilizó la adaptación del instrumento Instructional Material Motivational Survey (IMMS) de Keller (2010), elaborado por Loorbach, Peters, Karreman y Steehouder (2015). Los resultados muestran que tanto hombres como mujeres presentan una elevada motivación total (M = 5.16), sin diferencias significativas entre ellos en ninguna dimensión del modelo ARCS.

Learning Foreign Language through an Interactive Multimedia Program: An Experimental Study on the Effects of the Relevance Component of the ARCS Model

This experimental study investigated effects of intrinsic motivation and embedded relevance enhancement within a computer-based interactive multimedia (CBIM) lesson for English as a foreign language (EFL) learners. Subjects, categorized as having a higher or lower level of intrinsic motivation, were randomly assigned to learn concepts related to criticism using a CBIM program featuring English language text, videos, and exercises either with or without enhanced relevance components. Two dependent variables, comprehension, as measured by a posttest, and perceptions of motivation, as measured by the Modified Instructional Material Motivation Survey (MIMMS), were assessed after students completed the CBIM program. Two-way ANOVA was used to analyze the collected data. The findings indicated that (a) the use of relevance enhancement strategies facilitated students' language learning regardless of learners' level of intrinsic motivation, (b) more highly intrinsically motivated students performed better regardless of the specific treatments they received, (c) the effects of the two variables were additive; intrinsically motivated students who learned from the program with embedded instructional strategies performed the best overall, and (d) there was no significant interaction between the two variables.

The Impact of an Augmented Reality Application on Learning Motivation of Students

The research on augmented reality applications in education is still in an early stage, and there is a lack of research on the effects and implications of augmented reality in the field of education. The purpose of this research was to measure and understand the impact of an augmented reality mobile application on the learning motivation of undergraduate health science students at the University of Cape Town. We extend previous research that looked specifically at the impact of augmented reality technology on student learning motivation. The intrinsic motivation theory was used to explain motivation in the context of learning. The attention, relevance, confidence, and satisfaction (ARCS) model guided the understanding of the impact of augmented reality on student motivation, and the Instructional Materials Motivation Survey was used to design the research instrument. The research examined the differences in student learning motivation before and after using the augmented reality mobile application. A total of 78 participants used the augmented reality mobile application and completed the preusage and postusage questionnaires. The results showed that using an augmented reality mobile application increased the learning motivation of students. The attention, satisfaction, and confidence factors of motivation were increased, and these results were found to be significant. Although the relevance factor showed a decrease it proved to be insignificant.

Examining the instructional materials motivation of prospective chemistry teachers' in laboratory

The aim of this study was to determine effect of inquiry based learning method on the instructional materials motivation of prospective chemistry teachers' in chemistry laboratory. A pretest–posttest control group design was used in the study. The study group was consists of 22 prospective chemistry teachers' who are undergraduate students at a University. There were 11 prospective chemistry teachers' in each of the experimental and control groups. The study was carried out in analytical chemistry laboratory. In the experimental group had been followed inquiry-based chemistry laboratory experiments. In the control group had been experienced traditional verification laboratory experiments. The instructional materials motivation survey was used as data collection tool. In terms of instructional materials motivation there was no difference between the experimental and control groups before laboratory application. After the application the results indicated that inquiry-based learning is effective in improving instructional materials motivations prospective chemistry teachers.

Insights Into the Factors Influencing Student Motivation in Augmented Reality Learning Experiences in Vocational Education and Training.

Research on Augmented Reality (AR) in education has demonstrated that AR applications designed with diverse components boost student motivation in educational settings. However, most of the research conducted to date, does not define exactly what those components are and how these components positively affect student motivation. This study, therefore, attempts to identify some of the components that positively affect student motivation in mobile AR learning experiences to contribute to the design and development of motivational AR learning experiences for the Vocational Education and Training (VET) level of education. To identify these components, a research model constructed from the literature was empirically validated with data obtained from two sources: 35 students from four VET institutes interacting with an AR application for learning for a period of 20 days, and a self-report measure obtained from the Instructional Materials Motivation Survey (IMMS). We found that the following variables: use of scaffolding, real-time feedback, degree of success, time on-task and learning outcomes are positively correlated with the four dimensions of the ARCS model of motivation: Attention, Relevance, Confidence, and Satisfaction. Implications of these results are also described.

Examining the motivation level of students in e-learning in higher education institution in Thailand: A case study

The rapid growth of Internet technology has resulted in the development of e-learning in higher education institution with the purpose of enhancing students’ performance in their learning practice. In this regard, motivation is one of the important predictors of intention to use e-learning that can in turn make impact on students’ learning practice. By knowing the motivation level of students, instructors can provide suitable teaching materials in e-learning for students to make them more engaged in e-learning activities. Nonetheless, based on the recent review studies result, there is limited research on investigating motivation level of students in e-learning in higher education institution in Thailand. Hence, this study aims to explore the motivation level of students in e-learning in higher education institutions in Thailand, using the Instructional Materials Motivation Survey and interview as the research instruments. A total of 174 students from higher education institutions in Thailand were involved in this study. SPSS software was used to analyse the data to investigate the motivation level of students, and also to compare the different motivation level of students between gender, degree level of study, branch of study and year of study. The result shows that most of the students had upper medium level of motivation level in e-learning, and there was a statistically significant difference in motivation level between the different degree levels of students. Also, the ways to enhance motivation suggested by the respondents were also discussed in this paper as a reference for the future use.

Impact of implementing a long-term STEM-based active learning course on students’ motivation

This paper aims at analysing the effect of implementing a long-term STEM-based active learning course on students’ motivation. First of all, a course that introduces science, technology and engineering concepts to students was designed. The key point was to provide the students with authentic learning activities based on real-world problems. The students had to solve those problems working in 3-members group. The teacher’s role was as a learning guide. The course was implemented in a 6th grade class (primary education) and in a 7th grade class (secondary education) throughout a whole academic year. The Instructional Materials Motivation Survey (IMMS) was used to measure the students’ motivation in two different moments: at the end of the first term and at the end of the third term. The IMMS is based on the ARCS Model and measures four motivational factors: attention, relevance, confidence and satisfaction. The high scores obtained in the IMMS manifest that most students were motivated with the STEM course. Indeed, the highest scores were obtained in the questions corresponding to the satisfaction factor. Furthermore, results evidence that the level of motivation varied only slightly from the first to the third term test. Hence, we can affirm that the hands-on learning activities proposed during the STEM course allow to create a learning experience that interests and engages students. Finally, obtained results allow to know how the students feel about the new STEM course and to redesign it, if necessary, in order to improve the studied motivational factors.

Immersive virtual reality as a teaching tool for neuroanatomy.

Three-dimensional (3D) computer modeling and interactive virtual reality (VR) simulation are validated teaching techniques used throughout medical disciplines. Little objective data exists supporting its use in teaching clinical anatomy. Learner motivation is thought to limit the rate of utilization of such novel technologies. The purpose of this study is to evaluate the effectiveness, satisfaction, and motivation associated with immersive VR simulation in teaching medical students neuroanatomy. Images of normal cerebral anatomy were reconstructed from human Digital Imaging and Communications in Medicine (DICOM) computed tomography (CT) imaging and magnetic resonance imaging (MRI) into 3D VR formats compatible with the Oculus Rift VR System, a head-mounted display with tracking capabilities allowing for an immersive VR experience. The ventricular system and cerebral vasculature were highlighted and labeled to create a focused interactive model. We conducted a randomized controlled study with 66 medical students (33 in both the control and experimental groups). Pertinent neuroanatomical structures were studied using either online textbooks or the VR interactive model, respectively. We then evaluated the students' anatomy knowledge, educational experience, and motivation (using the Instructional Materials Motivation Survey [IMMS], a previously validated assessment). There was no significant difference in anatomy knowledge between the 2 groups on preintervention, postintervention, or retention quizzes. The VR group found the learning experience to be significantly more engaging, enjoyable, and useful (all p < 0.01) and scored significantly higher on the motivation assessment (p < 0.01). Immersive VR educational tools awarded a more positive learner experience and enhanced student motivation. However, the technology was equally as effective as the traditional text books in teaching neuroanatomy.