Keller's ARCS Model Research Articles

노인의 인지기능 저하 예방을 위한 청각 집중력 게임 개발에 관한 연구

The purpose of this study is to develop an auditory concentration game to prevent cognitive decline in the elderly. Previous studies have identified that hearing loss affects cognitive function due to the process of aging, and it has been confirmed that it is necessary to prevent this. Accordingly, based on Keller's (2013) ARCS model, an auditory concentration game was developed to prevent cognitive decline in the elderly with advice from two board game developers and an education expert. The auditory concentration game is, first, a card image and sound source that consider the emotions of the elderly with the goal of maintaining and improving cognitive function of the elderly. Through the auditory concentration game, interest and motivation for the prevention of cognitive decline were induced through the auditory concentration game, and the will to prevent dementia was promoted to improve cognitive function. Second, the stage of game development was reorganized into ideas and concept planning → category and mechanism → game rule production → game design and component production → game test five-step procedure, and it was produced with images and sound source considering the emotions of the elderly. Third, the sound source is significant in that it can be recorded in consideration of the emotions of the elderly and enjoyed various game methods, and can be applied to the cognitive program of the elderly by adjusting the difficulty of the game. Based on this study, the following studies are needed in subsequent studies. First, since it was developed as an auditory concentration game to prevent cognitive decline in the elderly, it is necessary to analyze whether it has an effect on the improvement of cognitive function. Second, it is necessary to analyze the correlation or difference because it was targeted at the entire elderly regardless of gender. Third, it is necessary to develop a specific instructional plan that can be used for the cognitive program of the elderly, and it is expected to be used as a cognitive program for the elderly such as senior citizen centers after supplementing and modifying the currently developed auditory concentration game to produce a complete game.

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.

Development and Evaluation Efficacy Enhancement Module for Teaching English among Early Childhood Teachers

This study aimed to develop and evaluate the Efficacy Enhancement Module for Teaching English / PEMBI Module among early childhood teachers. This study used the Design and Developmental Research (DDR) method with three phases of the study. Phase I was the need analysis phase where a total of 90 KEMAS Preschool teachers were given the questionnaire and interviewed. Phase II was the phase of module design and development where the validity of the module content was assessed by nine expert panels. Phase III which was the implementation and evaluation phase was conducted on 66 KEMAS Preschool teachers who were divided into treatment group (n=33) and control group (n=33) at random. Module content development used the Self Efficacy Theory, Keller ARCS model and Androgogy Learning Theory. The instruments consisted of the English Teaching Efficacy Level Questionnaire and the English Teaching Anxiety Level Questionnaire. The findings of the Phase I study showed that teachers believe they are weak in managing their emotional development (M=3.47, SD=6.55), lack self-modelling (M=3.38, SD=0.47), lack knowledge in teaching English (M=3.17, SD=0.43) as well as have relatively low self-assessment (M=2.59, SD=4.62). Therefore, they supported the need for a built module to improve the self-efficacy of teaching English (M=4.04, SD=0.62). The findings of the Phase II study showed that the level of experts’ agreement on the usability of the module exceeded 84.6 percent. The findings of the Phase III study showed that there was a significant difference between the mean scores of pre-test and post-test in terms of self-efficacy belief [t(32) = -7.66; p<0.05]; self-efficacy practice [t(32) = -8.58; p<0.05]; and anxiety level [t(32) = 4.128; p<0.05]. The results of the interview found some strengths of the module, namely the suitability of the module material, improvement of knowledge and skills, self-change and the quality of teaching. The main disadvantage of the module is that it lacks of practical activities and time. In conclusion, this PEMBI Module is effective in improving the knowledge, skills and self-efficacy to teach English. The implication of the study shows that this module can be used for teacher professional development training to improve the quality of English teaching especially from the psychological aspects of teachers including self-efficacy and anxiety of teaching English.

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.

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.

Disease Information Through Comics: A Graphic Option for Health Education.

This paper presents a critical interpretive synthesis of research on the efficacy of comics in educating consumers on communicable diseases. Using this review methodology, the authors drew from empirical as well as non-empirical literature to develop a theoretical framework exploring the implications of comics’ combination of images and text to communicate this health promoting information. The authors examined selected works’ alignment with the four motivational components of Keller’s ARCS Model (Attention, Relevance, Confidence, and Satisfaction) to evaluate research within the context of learner motivation. Findings of this research indicate comics offer a useful method for providing consumer health education, particularly regarding topics that individuals may have difficulty in discussing openly.

EFFECTIVE TEACHING STRATEGIES AND MOTIVATED LEARNERS CREATE AN AUTONOMOUS CLASSROOM

This paper addresses the issue of how to enhance motivation in tertiary level EFL learners to lead them towards achieving independence in learning. Based on a case study at the Global College of Engineering and Technology, Muscat, Oman, it critically examines the scope of application of John Keller’s ARCS model that exhibits four steps for enhancing learners’ motivation - Attention, Relevance, Confidence, and Satisfaction. It recounts how these motivational techniques have been used in classrooms and how each of these steps has enhanced the learners’ self-confidence and their interest in learning the language. The paper argues that efficient use of ARCS model can transform extrinsic motivation into intrinsic one. It recommends that educators should adopt the ARCS model to sustain learners’ interests and accomplishments of the set learning objectives. It makes students reach a level where they begin to take charge of their learning, resulting in strong learner-teacher autonomy in language acquisition.&#x0D; Key Words: Keller's ARCS model, Foundation program students, Index Terms-motivation

Creating Businesses by Students, Challenges and Prospects: Insights from the University of Cape Coast

The goal of this study was to look into and explore the challenges (impacts) and opportunities that University of Cape Coast students encounter. To determine the characteristics impacting student entrepreneurship, the researcher used diffusion of innovation theory, McClelland theory, Abraham Maslow's hierarchy, and Keller's arcs model. The study's objectives included analyzing the academic obstacles or impact of student entrepreneurship, social problems or impact of student entrepreneurship, economic challenges or impact of student entrepreneurship, and the possibilities of entrepreneur ventures. The principal research technique was a self-administered questionnaire in this quantitative study. Descriptive statistics were employed to acquire a broad idea of the data distribution. To get a general understanding of the data distribution, descriptive statistics were used. Frequency distribution and percentages were utilized as descriptive statistical techniques. Students feel entrepreneurship has a negative impact on their academics, but they also believe it has major economic, social, and career benefits, according to the research. As a result, most students believe that entrepreneurship is a worthy concept to pursue while at university, but the largest barrier preventing them from doing so is their concern of compromising their academic standing. A new entrepreneurship program has recently been launched at the University of Cape Coast, which is a positive move in the right direction. Students should also be better aware of the many government and non-government groups financial help options accessible to them. The author suggests that future studies use a bigger sample size to address these issues. Larger sample sizes are necessary for each of the components.

Screencasts

The main objective of the study was to investigate the potential mediating effect of relevance in the relationship between attention and confidence in Keller's ARCS model during screencasts in distance education. The paper responds to calls for further research into the ARCS model in different delivery systems, cultural settings, and learner populations, and in terms of the relationship between the motivational components. The study employed design-based research to address practical problems in distance education and used the IMMS survey to collect data. Exploratory factor analysis revealed two factors, attention with interest and basic attention for attention, and two factors, ease of use and self-confidence for confidence. This paper contributes to advance knowledge of design principles, which instructional designers could use when designing learning materials in order to motivate online students.

Teaching and Learning Resources as a Predictor of Students’ Motivation to Learn Mathematics among Secondary School Students in Laikipia County, Kenya

The purpose of this study was to examine the influence of teachers' use of resources on students' motivation to learn secondary school mathematics in Laikipia County, Kenya. The study was guided by Keller's ARCS model of motivation. Descriptive research design was employed in the study. The target population consisted of 8357 Form Four students and their mathematics teachers from 113 secondary schools in Laikipia County. A sample of 412 respondents comprising of 392 students and 20 mathematics teachers from sample classes were selected for the study. Simple random sampling was used to select sample schools, sample classes, and respondents. A self-administered questionnaire was used for data collection. Cronbach's alpha was used to determine the reliability of research instruments. Data was analyzed using Pearson's correlation coefficient and simple regression analysis. The finding revealed that teachers' use of resources significantly contributed to students' motivation to learn mathematics. The study concluded that use of teaching and learning resources plays a significant part in the development of motivation to learn mathematics and should be encouraged among secondary school students.

Teachers’ self-Efficacy as a Predictor of Students’ Motivation to Learn Among Secondary School Students in Laikipia County, Kenya

This study investigated the influence of teachers' self-efficacy beliefs on students' motivation to learn secondary school mathematics in Laikipia County, Kenya. The study was guided by Keller's ARCS model of motivation. Descriptive research design was employed in the study. The target population was all 8357 Form Four students in the County. A sample of 412 respondents comprising of 392 students and 20 mathematics teachers from the sample classes was selected for the study. Simple random sampling was used to select participating schools, sample classes and students. A self-administered questionnaire was used for data collection. Cronbach's alpha was used to estimate the reliability of research instruments. Data was analyzed using Pearson's correlation coefficient and simple regression analysis at.05 level. The findings indicated that teachers' self-efficacy beliefs contributed significantly to students' motivation to learn. The study concludes that teachers' efficacy beliefs play an important part in developing students' motivation to learn mathematics among secondary school students.

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 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.

Motivational Design in Information Literacy Instruction

Motivational design theory complements instructional design theory and, when used together, both principles can impact learning, knowledge acquisition, and knowledge retention. In information literacy instruction, motivational design exists throughout the appropriate standards documents. However, there is limited current research on the best practices for using motivation in information literacy or library-based instruction. The existing research does indicate that librarians who deliver information literacy instruction attempt to implement motivational design theories such as Keller's ARCS model into their teaching, although often at a low level. Furthermore, studies of face-to-face and online library learning environments illustrate that using the ARCS model – and, more broadly, considering student motivation – can impact student learning and achievement. In considering how future information literacy instruction can be most effectively designed, expanding research on the meaningful inclusion of motivational design in information literacy instruction could help to impact this discipline's instructional significance, knowledge retention, and learning application.

EFL teachers' behavior of using motivational strategies: The case of teaching in the Korean context

While studies have investigated the role of motivation in learning and teaching, research on teachers' motivational strategies remains scarce. This study examined the motivating behavior of in-service teachers of English in Korea (N = 12). Videotapes of the teachers' classes were analyzed based on Keller's ARCS model using NVivo, revealing that the teachers did not effectively utilize motivational strategies or tactics, except for attention. Additionally, teachers' motivational strategies were correlated positively with their language proficiency but negatively with teaching experience. Finally, teachers' motivational strategies were shown to be grounded in traditional teacher-centered approaches rather than the promotion of student ownership of learning.

A Preliminary Study on the Influence of a Literature Online Support System (LitOSS) on Malaysian Learners’ Motivation

This paper is based on a preliminary study designed to explore the influence of a Literature Online Support System (LitOSS) on motivation to learn English literature. LitOSS was introduced to a group of Form 4 students from a secondary school in Malaysia in the hope of enhancing their motivation to learn English literature which many of them perceived as difficult and uninteresting. 25 students were selected to undertake a questionnaire (i.e. an adapted version of WebMac Sr. 4.0) designed to assess the effectiveness of the motivational design of the system. This was supported by a focus group interview conducted on five randomly selected students to explore the influence of this online support system on students’ motivation. The Social Cognitive Theory (SCT) of language learning and Keller's (1987) ARCS Model were used to frame the study. In general, this study revealed that LitOSS had enhanced students’ motivation in learning literature. More in-depth findings from the study will be shared in this paper to enable a better understanding of the effects of this system on the students.

Clinical Scholarship and Adult Learning Theory:A Role for the DNP in Nursing Education

Preparation for successful nursing educational out- comes begins with a solid foundation in learning theory. Two adult instructional theorists provide excellent frameworks that can be used to prepare students for licen- sure and practice. Gagne's Hierarchy of Knowledge out- lines nine events that progress from foundational knowl- edge to higher levels of learning. Keller's ARCS Model of Motivational Design centers the learning process on attention, relevance, confidence, and satisfaction. A com- parison of these theorists is presented as a framework to maximize the nurse educator's effectiveness in the class- room and clinical setting. It is argued that the Doctor of Nursing Practice (DNP) degree offers the skills required for effective teaching, exceeding the program offerings of a master's program.Nursing education represents a unique combination of theory, application, and practice. The DNP degree has fo- cused on the development of advanced competencies for increasingly complex clinical, faculty, and leadership roles, enhanced knowledge to improve nursing practice and pa- tient outcomes, and enhanced leadership skills to strength- en practice and health care delivery (Hathaway, Jacob, Steg- bauer, Thompson, & Graff, 2006). Faculty with the DNP are advanced practice nurses (APNs) with clinical expertise who can bring theoretical concepts to life with authority in the classroom. As an APN with expertise in a particular area of patient care or population, the DNP provides a bridge between the theory and practice of nursing.The Importance of TheoryTanner (2009) notes that nursing's content-laden curricu- lum fails to provide the case-based experiential learning necessary to develop clinical judgment in nursing stu- dents. DNP faculty educators add dimension and breadth to the theoretical fundamentals and clinical experiences within the core nursing education program.Adult learners, according to Knowles and colleagues, are self-directed, experienced, and oriented and motivated to learn (Knowles, Holton, & Swanson, 2005, p. 62). The Knowles approach to adult learning is experiential, em- ploying problem solving with a focus on topics of immedi- ate value to the needs of the learner. Clinical scholars who have the capacity to translate research, shape systems of care, and ask questions to improve performance (Institute of Medicine, 2011), DNP educators are adept at applying adult learning theory to link theoretical concepts to clini- cal practice.A quality learning experience creates an opportunity for students to provide feedback to the educator and, like- wise, for the educator to assess the learners' performance. These encounters provide the underpinnings for continued learning throughout a nurse's career when technological advances and increasingly complex care require continu- ous education in the practice arena. Noddings (2003) asks, What sort of practice is teaching? (p. 248). Exploring this question to gain a better understanding of ways to en- gage the learner motivates educators to perfect the prac- tice of teaching. Uncovering educational theories provides a reciprocal grounding for teacher and learner central to the preparation of educators. As educators discover the instructional framework that fits their own personal teach- ing style, they can accentuate the learner's style, maxi- mizing the assimilation of the vast array of concepts into a competent knowledge base. An effective educator uses instructional design to keep learners engaged and assists students to continue learning.Gagne and KellerRobert M. Gagne and John Keller provide excellent frame- works for teaching the nursing concepts that prepare adult nursing students to attain licensure and to practice compe- tently. Gagne built upon behaviorist and cognitive theories to identify diverse levels of learning that correspond to dif- ferent types of instruction. The five major types of learning levels are: verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes. …

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

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

Improving the Motivation and Retention of Online Students Through the Use of ARCS-Based E-Mails

This study examined the use of ARCS-based, motivational mass e-mail messages designed to improve the motivation and retention of students enrolled in an online, entry-level, undergraduate computer applications course. Data from the Course Interest Survey, based on Keller's ARCS model, were gathered and analyzed for two online groups (one treatment and one control) and compared with a face-to-face class for differences in attention, relevance, confidence, satisfaction, and overall motivation. Based on the analysis, this article argues that simple, cost-effective, and easy-to-design mass e-mail messages show potential for addressing some of the motivational needs and retention concerns of online students.