Relevant bibliographies by topics / ARCS Motivational Design Model

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Academic literature on the topic 'ARCS Motivational Design Model'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "ARCS Motivational Design Model"

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Javed, Fareeha, Najam Us Saher, and Sana Baig. "Investigating ESL Learners' Motivation through ARCS Motivational Design Model." Global Regional Review IV, no. III (September 30, 2019): 524–34. http://dx.doi.org/10.31703/grr.2019(iv-iii).56.

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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.
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Reynolds, Krista M., Lindsay Michelle Roberts, and Janet Hauck. "Exploring motivation: integrating the ARCS model with instruction." Reference Services Review 45, no. 2 (June 12, 2017): 149–65. http://dx.doi.org/10.1108/rsr-10-2016-0057.

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Purpose This paper aims to provide an overview of Keller’s ARCS (attention, relevance, confidence and satisfaction) model of motivational design and explores how three instruction librarians at different institutions have integrated the model into their teaching practices to improve student motivation during information literacy (IL) sessions. Design/methodology/approach Case studies describe how instruction librarians began to incorporate the ARCS model into library instruction. Three librarians used self-reflective practice and a range of assessment techniques to evaluate and improve teaching practice. Findings ARCS is valuable for improving student engagement during IL instruction. The authors suggest best practices for learning about and integrating the model and propose instructional strategies that align with it. Originality/value This paper fills a gap in literature on practical applications of motivational design in library instruction and suggests best practices for teaching and assessment using the ARCS model.
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Yang, Yong-Chil, and Wee-Kyo Chin. "Motivational Analyses on the Effects of Type of Instructional Control on Learning from Computer-Based Instruction." Journal of Educational Technology Systems 25, no. 1 (September 1996): 25–35. http://dx.doi.org/10.2190/h6ju-05g8-xrpw-8ep5.

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The purpose of this study was to analyze motivational effects of type of instructional control on learning from computer-based instruction, according to Keller's ARCS model of motivational design. Forty-eight sixth graders were randomly assigned to either learner or program control groups. Instructional materials were computer-based instructional programs for teaching four concepts utilized in advertisement propaganda techniques. The post-test with fifteen items for learning and Instructional Motivation Measurement Survey with thirty-six statements for motivation were used. The results showed that the group under program control performed better on the post-test than the group under learner control, but there was not a significant difference in Keller's ARCS motivational factors between two groups. Regardless of type of instructional control, however, the level of satisfaction among the factors was higher than that of confidence in the instruction. Such results suggest that ARCS motivational factors in designing effective instructional control strategies can be considered.
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Asnita, Asnita, Wasis Wasis, and Soetjipto Soetjipto. "PENGEMBANGAN PERANGKAT PEMBELAJARAN IPA MODEL INKUIRI TERBIMBING DENGAN STRATEGI MOTIVASI ARCS UNTUK MENINGKATKAN HASIL BELAJAR SISWA SMP." JPPS (Jurnal Penelitian Pendidikan Sains) 6, no. 1 (January 31, 2017): 1140. http://dx.doi.org/10.26740/jpps.v6n1.p1140-1149.

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This research aimed to produce learning science materials using guided inquiry model with the ARCS motivational strategies that feasible to improve students’ learning achievement. The development of learning materials used 4D model design and it was tested in the VII grade of SMPN 17 Kendari, even semester in academic year of 2014/2015 with One-Group Pretest-Posttest Design. The data collections used validation, observation, test, and quetionnaires methods. The data analysis techniques used qualitative descriptive analysis. The results of this research showed: 1) the developed teaching and learning materials were valid with good category; 2) learning implementation was conducted; 3) students’ motivation after conducting the learning has a good category and 4) students’ learning achievement has increased with high category gain score. Based on the results, it could be concluded that the guided inquiry learning models that integrate the ARCS motivational strategies were feasible to improve the learning achievement of junior high school students. Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran IPA model inkuiri terbimbing dengan strategi motivasi ARCS yang layak untuk meningkatkan hasil belajar siswa. Pengembangan perangkat pembelajaran mengikuti rancangan model 4-D dan diujicobakan di kelas VII SMPN 17 Kendari semester genap tahun ajaran 2014/2015 dengan desain One-Group Pretest-Posttest design. Pengumpulan data menggunakan metode validasi, observasi, tes, dan angket. Teknik analisis data menggunakan analisis deskriptif kualitatif. Hasil penelitian ini menunjukkan: 1) Perangkat pembelajaran yang dikembangkan valid; 2) Semua rencana pembelajaran terlaksana dengan kategori baik; 3) motivasi siswa dengan kategori baik terhadap pembelajaran; 4) hasil belajar siswa mengalami peningkatan dengan skor N-gain berkategori tinggi. Berdasarkan hasil penelitian tersebut dapat disimpulkan bahwa perangkat pembelajaran model inkuiri terbimbing dengan strategi motivasi ARCS yang dikembangkan layak untuk meningkatkan hasil belajar siswa SMP.
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Alekhya N , N. Prabhu Kishore, Alekhya N. ,. N. Prabhu Kishore. "Application of ARCS Model and Motivational Design in Engineering Subjects - A Case Study." International Journal of Mechanical and Production Engineering Research and Development 8, no. 1 (2018): 27–34. http://dx.doi.org/10.24247/ijmperdfeb20184.

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Visser, Jan, and John M. Keller. "The clinical use of motivational messages: an inquiry into the validity of the ARCS model of motivational design." Instructional Science 19, no. 6 (1990): 467–500. http://dx.doi.org/10.1007/bf00119391.

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Et.al, Carlos Rugu. "Literature Review on the Analysis of Motivational Elements and Gamification Content in Creating Semantic Barriers." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 120–32. http://dx.doi.org/10.17762/turcomat.v12i3.648.

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The study aims to examine the development of literature highlights related to motivational elements and gamification content in the implementation of gamification which indirectly creates semantic barriers. A total of 11 local and international literature were examined based on Literature Review Inventory (IVS), which was built on ARCS Model founded by John Keller (2010), consisting of 4 important elements: attention, relevant, confidence and satisfaction as well as referring to Content Gamification Model by Karl M. Kapp et Al (2014) which consist of 7 elements: story, challenge, curiosity, character, interactive, feedback and freedom to fail. Both models focused on four (4) teaching and learning motivational factors in gamification as well as in the aspects of gamification content which are the basic backup in fulfilling the teaching and learning based on gamification. The findings discovered that the main relationship between semantic barrier and gamification process was through meanings with an attempt to deliver the design and implementation of gamification. Barriers of meaning which occur could be the result of some semantic aspect: the barrier of an understanding of motivational concept in gamification based on ARCS Model, gamification elements such as point, badges, levels, leader boards, challenges, reward, on boarding and engagement loops as well as the concept of the fun and implementation of gamification design. This study is important in the effort to expose various constraints and obstacles in the gamification process which needs to be given the attention though the method is interactive and entertaining in nature.
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Liao, Hung-Chang, and Ya-huei Wang. "Applying The ARCS Motivation Model In Technological And Vocational Education." Contemporary Issues in Education Research (CIER) 1, no. 2 (January 11, 2011): 53. http://dx.doi.org/10.19030/cier.v1i2.1202.

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This paper describes the incorporation of Keller’s ARCS (Attention, Relevance, Confidence, and Satisfaction) motivation model into traditional classroom instruction-learning process. Viewing that technological and vocational students have low confidence and motivation in learning, the authors applied the ARCS motivation model not only in the instructional design phase but also in the classroom instruction process of technological and vocational education. The purpose of the study is to demonstrate whether the application of ARCS motivation model to instructional design and classroom instruction of technological and vocational education could bring positive effects on students’ satisfaction in terms of instruction objective, instruction material/method, teacher’s qualities, class climate/environment, assessment, and overall satisfaction.
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Grebe, Lindie. "Screencasts." International Journal of Web-Based Learning and Teaching Technologies 16, no. 3 (May 2021): 17–38. http://dx.doi.org/10.4018/ijwltt.20210501.oa2.

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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.
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Kim, Eui-Ho, and Hae-Sool Yang. "The Use of the ARCS Motivation Model in Mobile Learning Apps Design." Journal of Digital Convergence 13, no. 4 (April 28, 2015): 69–79. http://dx.doi.org/10.14400/jdc.2015.13.4.69.

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Dissertations / Theses on the topic "ARCS Motivational Design Model"

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Li, Kun. "Motivating Learners in Massive Open Online Courses: A Design-based ResearchApproach." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1448918123.

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Moye-Weaver, Elizabeth. "Motivational Strategies and Student Engagement in a Blended German Course." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9233.

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Blended and online courses can require more student self-regulation than traditional in-person courses. Instructors and course designers can support student motivation and self-regulation in a variety of ways, such as by including motivational strategies in the course materials. The purpose of this study was to explore the relationship between the following three factors: the motivational strategies employed in the online course materials of a blended German language course, student engagement in the course, and student usage of the course materials. Selected course activities were analyzed using a checklist based on Keller's ARCS (Attention, Relevance, Confidence, Satisfaction) model for motivational design to identify the motivational strategies that were present. At the end of each unit, students completed surveys about their level of engagement with the online portions of the blended course and their perceptions of the online activities. At the end of the semester, data about student usage of the online activities was collected from the Canvas Learning Management System. The results of this study show that a wide range of motivational strategies are used in the online materials of this course and that students were highly engaged in this course. Students found the grammar and vocabulary activities to be the most motivating and the most useful for their language learning. The number of Attention strategies in an activity was strongly correlated with how often students used the activity, and the number of Attention strategies also predicted how often students would use the activities, likely because Attention strategies increase ease of use of the materials and encourage student curiosity. The number of Satisfaction strategies in an activity predicted how motivating students would find the activity, likely because Satisfaction strategies allowed students to use their new skills in realistic contexts and experience intrinsic and extrinsic rewards. There was a strong correlation between how motivating students found an activity and how useful they found the activity for their language learning. Including more motivational strategies, particularly Attention and Satisfaction strategies, can enhance the student experience and increase student motivation; however, students are most likely to be motivated by activities that they find useful for their language learning.
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Berggren, Karin. "Är det på riktigt, så blir det viktigt : Undervisningsdesign för relevans i teknikkurs för årskurs 7, och elevernas respons på resultatet." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-35034.

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Våren 2020 genomförde pedagoger från 2047 Science Center (2047) undervisning i teknik i grundskolor i Falu Kommun. Ämnet för insatsen var automatisering, programmering och dess påverkan på individ och samhälle och riktades till elever i årskurs 7. Utöver de mål som följer av skolans styrdokument fanns en strävan att eleverna skulle uppleva undervisningen som relevant. Syftet med denna studie var att undersöka hur 2047 Science Center arbetat med målet att göra sin undervisning relevant för eleverna, och vilket resultat det gav. Studien undersöker elevernas perspektiv på relevans, att undervisningen upplevs som viktig för dem i förhållande till deras intressen eller mål. Viktig blir den, enligt Self-determination Theory, om den bidrar till vårt behov av att uppleva kompetens, autonomi och tillhörighet. Styrkan i vår motivation beror sedan på hur högt vi värderar detta viktiga, och vår förväntan att nå det, enligt Expectancy-Value Theory. För att undersöka undervisningens design för relevans analyserades undervisningen utifrån ARCS-modellen för utformning av undervisning för motivation till lärande (Keller, 2010). Elevernas respons på undervisningen undersöktes sedan med en enkät i sex klasser på tre skolor i kommunen. Resultatet visade att samtliga av Kellers tre koncept för relevans i undervisning; målorientering, matcha motiv och förtrogenhet, beaktas vid utformningen av kursen. De användes också vid ett flertal tillfällen och på olika sätt. Elevernas respons på kursen visade sig vara övervägande positiv. På de fyra påståendena om upplevelsen av undervisningens relevans svarade mellan 55 och 75% av eleverna att det stämde ganska bra eller bra. Innehållets generella nytta, rankades högre än det egna intresset. Denna studie har visat att man kan utforma undervisning så att den ökar elevernas upplevelse av relevans. Tidigare forskning, och studiens resultat, antyder dock att stoffets relevans är en nödvändig, men inte tillräcklig, förutsättning för elevernas upplevelse av relevans. Läraren måste först få elevernas uppmärksamhet, och klassens sociala norm behöver tillåta deras engagemang och lärande.

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Kocaman, Karoglu Aslihan. "Students." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610729/index.pdf.

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The purpose of this study was to investigate the perceptions of learners in the blended course relative to the use of Seven Principles for Good Practice in Undergraduate Education. Additionally through the motivational requirements specified by Keller&rsquo
s ARCS motivational design model, students&rsquo
motivations were analyzed. Thus the study was designed to determine student motivation in a blended environment in relation to Keller&rsquo
s ARCS motivational design model. For these research aims, a traditional course was redesigned with the support of online applications by taking Good Practice Principles as the framework. A triangulation mixed method approach was utilized as the primary design of the study by employing both qualitative and quantitative methods in a single study. The study participants included 47 preservice teachers in an undergraduate teacher education program of Computer Education and Instructional Technology Department in the Middle East Technical University who took the course (School Experience I) in blended design mode in 2005-2006 spring semester. Qualitative and quantitative data were collected through three different surveys, student interviews, and forum transcripts. The data were analyzed concurrently according to both qualitative and quantitative data analysis techniques. The analyses of qualitative and quantitative data showed that students&rsquo
perceptions in the blended course and perceptions in relation to each good teaching principles were mostly positive. Results reveal that students perceive six of the principles including student faculty contact, cooperation, time on task, diversity and ways of learning, feedback, and active learning helpful to their learning. Additionally, the students think that the other one principle which is expectations needs to be improved. In addition, high motivation scores were gathered in the blended course. Results show that attention, relevance, confidence, and satisfaction subscores revealed significantly higher levels of motivation among students.
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Schartz, Shane. "The interrelationships of university student characteristics and the Keller ARCS motivation model in a blended digital literacy course." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18730.

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Doctor of Philosophy
Curriculum and Instruction
Rosemary Talab
The purpose of this study was to examine student motivation in a blended learning digital literacy course and its relation to student characteristics. The study consisted of 136 student participants enrolled in a blended learning digital literacy course at a Midwestern university. The Keller ARCS Motivation Model was the theoretical framework. The Course Interest Survey was used in the study, which was designed to measure motivation using Keller ARCS categories. Data was collected through the Course Interest Survey to voluntary student participants and through data obtained from the research setting. The study examined the following research questions: Research Question 1: Do statistically significant relationships exist between non-performance student characteristics and the Keller ARCS Course Interest Survey student motivation scores in a blended digital literacy course? Research Question 2: Do statistically significant relationships exist between pre-course performance student characteristics and the Keller ARCS Course Interest Survey scores in a blended digital literacy course? Research Question 3: Do statistically significant relationships exist between post-course performance student characteristics and the Keller ARCS Course Interest Survey student motivation scores in a blended digital literacy course? To examine these relationships, the study utilized MANOVAs to analyze the student characteristics on the four categories of the Keller ARCS Motivation Model. One significant relationship was found for Confidence within Academic Rank (p < .05), between Seniors and Freshmen. Seniors reported a .4799 higher Confidence score, on average, than Freshmen. Other characteristics did not have significant relationships. The mean change in pretest and posttest scores in digital literacy on the ALTSA assessment was 6.64. Recommendations for the research setting included the use of student focus groups to better understand and increase Freshmen confidence and the Freshmen experience, a review of course design and delivery methods, an exploration of variations of blended learning models, an examination of current test-out procedures, and adjustment of the scale used in this study to provide a wider range of motivation responses. Recommendations for future studies included a qualitative study of student performance characteristics, a mixed methods study of different learning models for course delivery, and an exploratory study aimed at expanding student characteristics.
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David, Alicia Bailey. "Motivated Learning in Introductory Online College Courses: Do Motivational Messages Matter?" NSUWorks, 2013. http://nsuworks.nova.edu/gscis_etd/130.

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Supporting retention, student success, and online enrollments are some of the most significant and challenging topics in higher education today. Students who fail to succeed early in their studies are less likely to be retained, and students in the online environment are more likely to fail than their campus counterparts. Motivational techniques have been shown to support course retention and success, but studies of online motivational course support methods are limited. Some evidence exists that motivational messages can affect student performance in online courses, but the message format that is most effective has yet to be definitively established. A survey research design was employed and quantitative and qualitative data were collected to determine how motivational messages and message type affect student performance and retention in an introductory online community college course. The population consisted of students in three sections of an introductory online IT course. The data included student course grades, final course scores, responses to three surveys, and the researcher's reflexive journal of motivational message design decisions made throughout the course. Due to low course participation levels and low survey return rates, only the descriptive data were reported. Additional exploration of the literature to explain low participation was sought. Potential causes for low survey return rates included low course participation, survey length, the number of survey contacts, inaccurate estimates of survey completion time, and the number of surveys deployed. To explain the low course participation, best practices with regard to online course design were identified in the literature and compared to the design of the course used in this study. Qualitative survey results and a reflexive journal of the researcher's design decisions are also presented. The results suggest that students liked the motivational messages. The reaction was stronger for the personalized messages than for the general, but this was not a conclusive finding. To the contrary the findings suggest that motivational messages (regardless of type) are not by themselves effective at engaging and retaining students and should not be used as a stand-alone motivational technique.
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Giunti, G. (Guido). "3MD for chronic conditions:a model for motivational mHealth design." Doctoral thesis, Oulun yliopisto, 2018. http://urn.fi/urn:isbn:9789526220154.

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Abstract Chronic conditions are the leading cause of death in the world. Major improvements in acute care and diagnostics have created a tendency towards the chronification of formerly terminal conditions, requiring people with these conditions to learn how to self-manage. Mobile technologies hold promise as self-management tools due to their ubiquity and cost-effectiveness. The delivery of health-related services through the use of mobile technologies (mHealth) has grown exponentially in recent years. However, only a fraction of these solutions takes into consideration the views of relevant stakeholders like healthcare professionals or even patients. The use of behavioral change models (BCM) has proven important in developing successful health solutions, yet engaging patients remains a challenge. There is a trend in mHealth solutions called gamification that attempts to use game elements to drive user behavior and increase engagement. As it stands, designers of mHealth solutions for behavioral change in chronic conditions have no clear way of deciding what factors are relevant to consider. This doctoral thesis is framed in Consumer Health Informatics within the field of Medical Informatics and Information Systems. The focus of this work was to discover factors for the design of mHealth solutions for chronic patients; to do so, negotiations between medical knowledge, BCM and gamification were explored through an embedded case study research methodology. The data obtained was thematically analyzed to create the Model for Motivational Mobile-health Design for Chronic conditions (3MD). The 3MD model guides the design of condition-oriented gamified behavioral change mHealth solutions. The main components are: 1) Condition specific, which describe factors that need to be adjusted and adapted for each particular chronic condition; 2) Motivation related, which are factors that address how to influence behaviors in an engaging manner; and 3) Technology based, which are factors that are directly connected to the technical capabilities of mobile technologies. 3MD also provides a series of high level illustrative design questions for designers to use and consider during the design process. The work on this thesis addresses a recognized gap in research and practice, and proposes a unique model that could be of use in the generation of new solutions to help chronic patients
Tiivistelmä Krooniset sairaudet ovat maailman yleisin kuolinsyy. Akuutissa hoidossa ja diagnostiikassa on tapahtunut merkittäviä parannuksia, ja aikaisemmin kuolemaan johtaneista sairauksista on tullut kroonisia ja ihmisten on opittava hallitsemaan niitä itse. Mobiiliteknologiat tarjoavat mahdollisuuksia sairauksien itsehallintaan, koska teknologiaa on yleisesti saatavilla ja se on kustannustehokasta. Terveyspalvelujen tarjoaminen mobiiliteknologian avulla on lisääntynyt huomattavasti viime vuosina. Kuitenkin vain murto-osa näistä ratkaisuista ottaa huomioon sidosryhmien, kuten terveydenhuollon ammattilaisten ja jopa potilaiden, näkemykset. Käyttäytymismuutosmallit ovat osoittautuneet tärkeiksi kehitettäessä onnistuneita terveysratkaisuja, mutta potilaiden osallistaminen kehittämiseen on yhä vaikeaa. Pelillistäminen on mobiilien terveysratkaisujen suunnittelutrendi, ja pelielementeillä pyritään vaikuttamaan ihmisten käyttäytymiseen ja sitoutumiseen. Mobiilien terveyssovellusten suunnittelijoilla ei ole selkeää näkemystä siitä, mitkä sovellustekijät vaikuttavat merkittävimmin kroonisissa sairauksissa sairastavien potilaiden käyttäytymisen muutokseen. Tämä väitöskirja tarkastelee kuluttajille suunnattua terveysteknologiaa, joka hyödyntää lääketieteellistä informatiikkaa ja tietojärjestelmätieteitä. Työn tavoitteena oli selvittää kroonisia sairauksia sairastaville potilaille tarkoitettujen mobiilien terveyssovellusten suunnitteluun liittyviä tekijöitä. Tämän vuoksi lääketieteen tietämyksen, käyttäytymismuutoksien mallien ja pelillistämisen yhdistämistä tutkittiin sulautetun tapaustutkimuksen avulla. Saatuja tietoja temaattisesti analysoimalla luotiin kroonisia sairauksia varten motivoivan mobiilin terveyssovelluksen suunnittelumalli (3MD = Model for Motivational Mobile-health Design). 3MD-malli ohjaa sairauksien hallintaan tarkoitettujen pelillistettyjen ja käyttäytymismuutoksiin tähtäävien mobiilien terveyssovellusten suunnittelua. Mallin pääkomponentit ovat: 1) Sairautta kuvaavat tekijät, jotka kuvaavat tekijöitä, jotka on mukautettava ja sovitettava kullekin krooniselle sairaudelle. 2) Motivaatioon liittyvät tekijät, jotka vaikuttavat innostavasti käyttäytymiseen. 3) Teknologiaan perustuvat tekijät, jotka liittyvät suoraan mobiiliteknologian teknisiin ominaisuuksiin. 3MD tarjoaa myös havainnollisia suunnittelukysymyksiä, joita suunnittelijat voivat käyttää ja pohtia suunnitteluprosessin aikana. Tämä väitöskirja käsittelee yleisesti tunnistettua puutetta tutkimuksessa ja suunnittelukäytännössä ja esittelee ainutlaatuisen mallin, josta voi olla hyötyä uusien ratkaisujen luomisessa ja kroonisia sairauksia sairastavien potilaiden auttamisessa
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Brits, Lorena. "The perceived motivational impact of voice-over-powerpoint™ on part-time adult learners' in a distance learning environment." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60523.

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The primary purpose of this study was to determine whether external conditions, in the form of an e-learning tool, impact the learning motivation of adult learners in a distance education environment. This study also tested the use of Voice-over-PowerPoint™ technology as a suitable medium to deliver motivational instruction as supplementary content to the course curriculum. This empirical study was conducted over a period of approximately two months on a sample of 57 adult learners who were enrolled for a distance education course for non-degree purposes at a tertiary education institution. Quantitative research methods were applied and data was collected using two motivation measuring surveys: (1) The Course Interest Survey, and (2) The Instructional Materials Motivation Survey, which were both developed by Keller. Motivational strategies were designed for the chosen educational technology, Voice-over-PowerPoint™ (VoP) videos, using Keller's Attention, Relevance, Confidence and Satisfaction (ARCS) model of motivation. These strategies were then delivered via the learner management system for learners to use at their convenience. This research suggests that overall, learner motivation can be affected by external conditions (VoP videos), and further supports the ARCS model. Furthermore, the use of VoP videos as a viable medium for delivering motivational strategies in a distance learning environment was validated.
Mini Dissertation (MCom)--University of Pretoria, 2016.
Taxation
MCom
Unrestricted
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Audette, Joseph M. (Joseph Malentacchi). "Design of a motivational model to enhance volunteer student group performance." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/32884.

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Thesis (S.B.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, June 2005.
Includes bibliographical references (leaves 33-34).
Motivation is a subject of great interest to managers seeking to improve overall team performance. Furthermore, motivation has been my greatest challenge as team manager of the MIT Motorsports Formula SAE team. This group is composed of volunteer students dedicating their time for an extra-curricular activity. This thesis serves to develop a motivational model unique to MIT Motorsports with the goal of increasing overall team performance. MIT Motorsports team dynamics are described through performance observations and feedback from a survey given to team members. This analysis is combined with a discussion of traditional and contemporary theories of motivation to yield a new improved model of motivation. Conclusions of this thesis are particularly useful for future MIT Motorsports team managers. While this model is specific to MIT Motorsports, the overall approach to the universal problem can enlighten any manager seeking to receive gains from the motivation to performance relationship.
by Joseph M. Audette.
S.B.
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Stockdale, Doreen Janine. "Successful breasfeeding promotion : a motivational model of instructional design applied and tested." Thesis, University of Ulster, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486959.

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National and International statistics (WHO 2001) demonsrates that it remains easier to motivate women to initiate breastfeedmg than sustain It. evidence highlights two motivational factors, women lack confidence and professional support (Avery et al. 1998, Dodgson et al. 2003, Chezem et al. 2003). It was theorized that if midwives' instruction was confidence-building, woman's persistence would increase. The research aim was to develop and test a motivational intervention using the ARCS Model of Motivational instructional Design (Keller 1987). Method: Four phases of the ARCS model rdlected an Action Research design. Phase one analysed current instruction by applying Sansone and Harackiewicz (1991) goal conceptualization as a structure for a participant observation study (n=130 women and 20 educators). A second observation study, re-applied the structure to breastfeeding websites n=30). Outcomes revealed instructional confidence and relevance deficits. Phase two assessed the motivational effects of the observed instruction. A theoretical measurement tool was developed toranalyze audience motivation. A convenience sample (n=202) of post-natal women who were breastfeeding consented to complete the questionnaire. Outcomes of Exploratory Factor Analysis confirmed the validity of confidence and relevance deficits. Phase three defined the motivational objectives and selected strategies from the ARCS model for embedment into current instruction. The resulting intervention 'Designer Breastfeeding' included a motivational version ofantenatal instruction, breastfeeding web-site and postnatal midwife support. A pilot study (n=20) resulted in the discontinuation ofthe web-site. Phase four experimentally tested 'Designer Breastfeeding' with Baby Friendly Initiative instruction. First-time mothers (n=182) were recruited to a RCT. Women's motivation was measured using the diagnostic measurement tool. The questionnaire was completed pior to discharge from hospital. Telephone follow-up confirmed breastfeeding maintenance at three weeks. 'Designer Breastfeeding' significantly increased maternal confidence (p<.001), perceived midwife support (P<.001) and persistence to breastfeed (P<.001).
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Books on the topic "ARCS Motivational Design Model"

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Motivational design for learning and performance: The ARCS model approach. New York: Springer, 2009.

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Keller, John M. Motivational Design for Learning and Performance: The ARCS Model Approach. Springer, 2010.

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Book chapters on the topic "ARCS Motivational Design Model"

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Keller, John M. "The Arcs Model of Motivational Design." In Motivational Design for Learning and Performance, 43–74. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-1250-3_3.

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Li, Kun. "Motivational Design in Chemistry MOOCs: Applying the ARCS Model." In ACS Symposium Series, 35–45. Washington, DC: American Chemical Society, 2017. http://dx.doi.org/10.1021/bk-2017-1261.ch003.

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Daxböck, Jennifer, Maria Laura Dulbecco, Sintija Kursite, Tommy Kristoffer Nilsen, Andrada Diana Rus, Joanne Yu, and Roman Egger. "The Implicit and Explicit Motivations of Tourist Behaviour in Sharing Travel Photographs on Instagram: A Path and Cluster Analysis." In Information and Communication Technologies in Tourism 2021, 244–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65785-7_22.

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AbstractInstagram has been an emerging platform for tourists to share their experiences and connect with other users in the multiphasic travel stages. Despite the huge number of photographs shared on Instagram on a daily basis, it remains ambiguous regarding the underlying motives of tourists’ posting behaviour. Thus, this study aims to conceptualise a framework based on the internal and external triggers of sharing travel photographs through a mix methods design involving diary studies and questionnaires. By conducting a path analysis, this study presents and validates a theoretical model including various motivational factors; namely enjoyment, self-esteem, recognition, interests, social norms, goals, social ties, social status and prestige, self-efficiency, outcome expectations and memorabilia. Meanwhile, this research clusters young techsavvy tourists into four distinct segments based on their behaviour of using Instagram while traveling. By bridging motivational theories, social psychology, and social media in the context of tourism, this research extends literature related to user-generated content and Instagram. Practically, this research allows marketers to optimise the effectiveness of marketing strategies based on the characteristics of tourists and their behaviour on social media platforms.
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Bozzano, Marco, Alessandro Cimatti, Anthony Fernandes Pires, Alberto Griggio, Martin Jonáš, and Greg Kimberly. "Efficient SMT-Based Analysis of Failure Propagation." In Computer Aided Verification, 209–30. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81688-9_10.

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AbstractThe process of developing civil aircraft and their related systems includes multiple phases of Preliminary Safety Assessment (PSA). An objective of PSA is to link the classification of failure conditions and effects (produced in the functional hazard analysis phases) to appropriate safety requirements for elements in the aircraft architecture. A complete and correct preliminary safety assessment phase avoids potentially costly revisions to the design late in the design process. Hence, automated ways to support PSA are an important challenge in modern aircraft design. A modern approach to conducting PSAs is via the use of abstract propagation models, that are basically hyper-graphs where arcs model the dependency among components, e.g. how the degradation of one component may lead to the degraded or failed operation of another. Such models are used for computing failure propagations: the fault of a component may have multiple ramifications within the system, causing the malfunction of several interconnected components. A central aspect of this problem is that of identifying the minimal fault combinations, also referred to as minimal cut sets, that cause overall failures.In this paper we propose an expressive framework to model failure propagation, catering for multiple levels of degradation as well as cyclic and nondeterministic dependencies. We define a formal sequential semantics, and present an efficient SMT-based method for the analysis of failure propagation, able to enumerate cut sets that are minimal with respect to the order between levels of degradation. In contrast with the state of the art, the proposed approach is provably more expressive, and dramatically outperforms other systems when a comparison is possible.
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John, M. Keller, and W. Kopp Thomas. "An Application of the ARCS Model of Motivational Design." In Instructional Theories in Action, 289–320. Routledge, 2018. http://dx.doi.org/10.4324/9780203056783-9.

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Uçar, Hasan, and Alper Tolga Kumtepe. "Integrating Motivational Strategies Into Massive Open Online Courses (MOOCs)." In Administrative Leadership in Open and Distance Learning Programs, 213–35. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2645-2.ch009.

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Massive Open Online Courses, aka MOOCs, have become an indispensable part of the online education routine. Many universities and organizations put a lot of effort into designing, developing, and running such courses. However, it still remains to be an under-researched area. One of the most important issues associated with success in MOOCs is the learner motivation. High dropout and low retention rates have been attributed to learners' low motivation. A recipe for these motivational challenges in MOOCs is provided by the ARCS-V motivational theory. This motivation design model provides a frame for analyzing the MOOCs learners, learning environment, and the resources. Based on this analysis, the model provides suggestions for assigning motivational tactics and strategies. Therefore, the purpose of this chapter is to introduce Keller's ARCS-V motivational design model and discuss it as a potential remedy to motivational issues in MOOCs by administering and delivering motivational strategies based on the model in MOOCs environments.
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Stewart, Cindy, and Travis Crone. "Maintaining Motivation in Online Students." In Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses, 29–64. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9582-5.ch002.

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This chapter provides an overview of the major motivation theories, and examines how the ARCS-V model applies motivational theory to instructional design. The chapter also provides a cognitive framework to support aspects of the ARCS-V model. Special attention is given to course design and instructional practices aimed at reducing online student attrition and improving academic performance. Additionally, the chapter reviews research examining the utility of the ARCS-V model, as well as recommendations for implementation within the online modality.
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"Use of the ARCS Motivation Model in Courseware Design." In Instruction Design for Microcomputing Software, 423–56. Routledge, 2013. http://dx.doi.org/10.4324/9780203062692-33.

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Low, Renae. "Motivation and Multimedia Learning." In Cognitive Effects of Multimedia Learning, 154–72. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-158-2.ch009.

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In the field of multimedia learning, although research on cognitive effects and their implications for instructional design is rich, research on the effects of motivation in a multimedia learning context is surprisingly scarce. Since one of the major goals of providing multimedia instruction is to motivate students, there is need to examine motivational elements. In this chapter, we focus on 4 major motivation theories–expectancy-value theory, self-efficacy, goal-setting and task motivation, and self-determination theory–and two motivation models–ARCS model and the integrated model of cognitive-motivational processes–that are derived from multimedia research; review the literature on motivation in multimedia learning contexts, suggest that researchers and practitioners take into account a number of essential aspects to ensure that motivation features incorporated in multimedia learning resources optimize learners’ experience; and point out future research directions in model building, hypothesis testing, examining individual differences, and carrying out longitudinal studies.
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Keller, John M., Hasan Ucar, and Alper Tolga Kumtepe. "Culture and Motivation in Globalized Open and Distance Learning Spaces." In Supporting Multiculturalism in Open and Distance Learning Spaces, 146–65. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3076-3.ch008.

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Culture, globalization, and evolution in information and communication technologies are three of the many factors that sway open and distance education phenomenon throughout the world. Within this field, motivation issues are regarded as the prime movers behind cultural differences. This chapter examines culture and motivation in globalized online learning spaces and their effects on learners' motivation. After exploring and explaining culture, globalization, and motivation issues, implications for designing motivational strategies for culturally diverse online learners based on Keller's ARCS-V motivation design model are presented. Further, recommendations and future research directions are proposed. Lastly, this chapter focuses on the multicultural nature of open and distance learning spaces.
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Conference papers on the topic "ARCS Motivational Design Model"

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Wang, Wen. "Research on the Validity Test Method of Teaching Based on ARCS Motivational Design Model." In 2nd International Conference on Management Science and Industrial Engineering (MSIE 2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/msie-13.2013.54.

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Zhou, Xueqing, and Yu He. "Study on Application of ARCS Motivational Model on Cross-Border E-Commerce Course Design." In International Conference on Mental Health and Humanities Education (ICMHHE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200425.065.

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Sek, YongWee, Elspeth McKay, and Hepu Deng. "The effect of learning preferences on learners' motivations: Towards an ARCS motivational design in open learner models." In 2015 IEEE Conference on e-Learning, e-Management and e-Services (IC3e). IEEE, 2015. http://dx.doi.org/10.1109/ic3e.2015.7403486.

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Konstantinidou, Athina, and Efi Nisiforou. "INSTRUCTIONAL DESIGN USING GAMIFICATION AND ARCS MODEL OF MOTIVATION." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0823.

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Assunção, Rebeca Veiga, Fernanda Pires, and Marcela Pessoa. "Avaliação do League of Class: uma plataforma de gamificação estrutural inspirada em League of Legends." In Simpósio Brasileiro de Educação em Computação. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/educomp.2021.14501.

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Este artigo trata da construção e validação prototípica da plataforma gamificada denominada League of Class, inspirada no MOBA League of Legends (LoL). A proposta de gamificação permite o cumprimento de missões na submissão de atividades e de desafios em batalha 1x1 de pergunta-resposta. Na estrutura da construção do sistema foi utilizado o framework 5W2H e princípios do Modelo ARCS de design motivacional. Utilizando a ferramenta Instructional Materials Motivational Scale (IMMS), as avaliações iniciais de sua versão em protótipo (paper prototype), realizada com professores da área de computação, apontaram uma boa recepção ao sistema e suas funções de gerenciamento envolvendo metas, regras e desempenhos.
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Xiong, Wei, Weishan He, and Zhen Liu. "Design of Online Learning Mobile APP for the Elderly Based on Attention, Relevance, Confidence, and Satisfaction (ARCS) Motivation Model." In 2019 IEEE International Conference on Engineering, Technology and Education (TALE). IEEE, 2019. http://dx.doi.org/10.1109/tale48000.2019.9225849.

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Jokelova, A. "ARCS motivational model: Theoretical concepts and its use in online courses." In 2013 IEEE 11th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2013. http://dx.doi.org/10.1109/iceta.2013.6674427.

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Van Wyk, Norman, Kevin A. Johnston, Klaus Moeller, and Florian Haas. "Developing an IT Course for Emerging Technologies Using a Framework – An Example of an IoT Course V1.0." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4521.

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Aim/Purpose: Academics are often requested to create and teach courses for emerging technologies with perhaps no experience or guidance on how to do so. Background: A Framework to develop IT courses for emerging technologies was created and tested to assist academics; the framework was then tested by developing an IoT course. Methodology: A literature review was conducted to discover theories, models and methods that could be used in the creation of IT courses, followed by interviews with academics who had created many courses. The interviews were analysed using a thematic analysis process, and a Course Development Framework was created. The framework was tested by using it to build and deliver an IoT course. Contribution: The Framework could be used to support academics who have to create and develop IT courses for emerging technologies. Findings: By combining a learning theory such as constructivism, the ADDIE Instructional design model, ARCS-V Motivational model, and Bloom’s Taxonomy, a Course Development Framework was constructed, which could be used to support academics who have to create courses for emerging technologies. Recommendations for Practitioners: The Course Development Framework could be used to develop other IT courses including online courses. Recommendation for Researchers: Future research could be conducted in the effectiveness of using the Course Development Framework to develop other courses including online courses. Impact on Society: Support academics to develop better IT courses for emerging technologies. Future Research: Research in the field of Brain Compatible Learning Principles and combining or using it with the Framework could provide further insights into advancements in course design and development.
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Muton, Nursakirah Ab Rahman, Nasriah Zakaria, and Faten Damanhoori. "A conceptual framework of an e-mentoring system for orphan children using ARCS motivational model." In 2010 International Symposium on Information Technology (ITSim 2010). IEEE, 2010. http://dx.doi.org/10.1109/itsim.2010.5561459.

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Siddique, Zahed, and Patricia L. Hardré. "Structuring Engineering Design Courses to Motivate Students." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-12392.

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The purpose of this study was to determine the effects of motivation in engineering design courses. In this study we present a structured approach to identify motivational gaps and instructional design to explicitly address motivational needs in a current course in mechanical engineering design. The SUCCESS framework (Hardré, 2009) has been proposed to assess the existing motivational components of the course, examine gaps in the course relative to its goals, and then propose motivating strategies to address those gaps. This paper presents the model and course description, along with the process and products of the analysis of the course to improve motivation for engagement and innovation.
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