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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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Susanti, Lidia, and Carla Imbiri. "Implementasi Motivasi Model ARCS (Attention, Relevance, Confidence, and Satisfaction) dalam Pembelajaran Pendidikan Agama Kristen." DUNAMIS: Jurnal Teologi dan Pendidikan Kristiani 4, no. 2 (April 13, 2020): 254–63. http://dx.doi.org/10.30648/dun.v4i2.284.
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Abstract. The purpose of this study was to describe the effectiveness of learning using ARCS motivation in Christian Religious Education subjects 1st grade of the elementary school. The design used in this study was a quasi experimental design and nonequivalent control group design method with 57 research subjects in 1st grade of Charis Christian Elementary School. Learning models with ARCS motivation design as independent variables and learning outcomes as dependent variables. Through testing the difference between independent samples T-Test between the control class and the experimental class (ARCS), it was proved that there were significant differences in learning outcomes between the experimental class and the control class t (57) = 4,050; p <0.05. Based on the results of the independent sample T-Test analysis, a significant value (Sig. (2 tailed) = 0.000) was obtained between the experimental class and the control class. From the results of this study it could be concluded that the implementation of ARCS motivation design can significantly improve learning outcomes in Christian Religious Education subjects in 1st grade of the elementary school.Abstrak. Tujuan penelitian ini untuk memberikan gambaran efektivitas pembelajaran menggunakan motivasi ARCS pada mata pelajaran Pendidikan Agama Kristen di kelas 1 SD. Rancangan penelitian ini menggunakan quasi experimental design metode nonequivalent control group design dengan subyek penelitian 57 siswa kelas 1 SD Kristen Charis. Model pembelajaran dengan desain motivasi ARCS sebagai variabel bebas dan hasil belajar sebagai variabel terikat. Melalui uji perbedaan independent samples T-Test antara kelas kontrol dan kelas eksperimen (ARCS), terbukti ada perbedaan pada hasil belajar yang signifikan antara kelompok kelas eksperimen dan kelas kontrol t(57) = 4,050; p<0.05. Berdasarkan hasil analisa independent sample T-Test, diperoleh nilai yang signifikan (Sig.(2 tailed)=0.000) antara kelas eksperimen dan kelas kontrol. Dari hasil penelitian ini dapat disimpulkan bahwa penerapan desain motivasi ARCS dapat secara signifikan meningkatkan hasil belajar pada mata pelajaran PAK di kelas 1 SD.
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Song, Sang Ho. "The ARCS Model for the Design of Motivationally Adaptive Computer- Mediated Instruction." Journal of Educational Technology 14, no. 1 (June 29, 1998): 119–34. http://dx.doi.org/10.17232/kset.14.1.119.
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Roberts, Lindsay. "Research in the Real World: Improving Adult Learners Web Search and Evaluation Skills through Motivational Design and Problem-Based Learning." College & Research Libraries 78, no. 4 (May 4, 2017): 527. http://dx.doi.org/10.5860/crl.78.4.527.
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How can we better engage adult learners during information literacy sessions? How do we increase students’ perception of the relevance and importance of information literacy skills for academic work and life in the real world? To explore these questions, the ARCS Model of Motivational Design and Problem-Based Learning were used to develop activities for a library instruction workshop. Community college students completed a pretest and posttest assessment to measure change in skill level, perceived confidence, and perceived relevance of the research workshop. Results show learners’ skill levels, perceived confidence, and perceived relevance increased significantly. Based on the results, suggestions are made for incorporating Motivational Design and Problem-Based Learning into information literacy sessions to increase student engagement.
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Zhang, Wenting. "Design a Civil Engineering Micro-lecture Platform based on the ARCS Model Perspective." International Journal of Emerging Technologies in Learning (iJET) 12, no. 01 (January 31, 2017): 107. http://dx.doi.org/10.3991/ijet.v12i01.6487.
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Based on ARCS model theory, this paper designed a micro-lecture teaching platform. Due to the integration of Android and SQL Server technology and ARCS model theory, the platform can carry out teaching practice on intelligent mobile devices, and has some features like mobility, seamlessness and strong advancement. At the same time, the course of civil engineering in universities and colleges was taken as an example to test the practical value of this mobile teaching platform. The ARCS motivation model based micro-lecture platform pays attention to the stimulation and maintenance of learners’ motive, focuses on the interest in learning, and strengthens and keeps the interest of learners through a series of strategies to achieve the purpose of learning. It is helpful for changing the present situation in teaching that the level of learners’ learning motivation is weakening, and thereby has certain reference significance for the design of learning-oriented teaching software, especially self-learning teaching software.
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Glusker, Ann. "Motivational Design and Problem-Based Learning May Increase Student Engagement in Information Literacy Instruction Sessions." Evidence Based Library and Information Practice 12, no. 4 (December 30, 2017): 259. http://dx.doi.org/10.18438/b8pq1k.
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A Review of:
Roberts, L. (2017). Research in the real world: Improving adult learners web search and evaluation skills through motivational design and problem-based learning. College & Research Libraries, 78(4), 527-551. https://doi.org/10.5860/crl.78.4.527
Abstract
Objective – To determine whether the use of the ARCS (Attention, Relevance, Confidence, and Satisfaction) Model of Motivational Design, combined with the Problem-Based Learning approach, improves the skills, confidence, and perception of workshop relevance among non-traditional students in information literacy sessions.
Design – Experimental study, one group pre-test and post-test.
Setting – Community college in Denver, Colorado, United States.
Subjects – 41 community college students.
Methods – A convenience sample of three community college student groups each attended an information literacy session. The session was constructed using principles and strategies outlined in the ARCS Model of Motivational Design and the Problem-Based Learning approach. Pre-test and post-test instruments were developed by the author after a literature review. The students were given the information literacy-related pretest before the session. After receiving instruction, the comparable posttest (with different literacy challenges) was administered.
Main Results – A comparison of the pre-test and post-test results showed that there were increases in the students’ search skills; their confidence in their own search skills; and their perceptions of workshop relevance in relation to their needs and to real-world situations.
Conclusion – This study focuses on the use of motivational design for information literacy instruction. It addresses a gap in the research literature, as it explicitly examines issues of concern regarding the instruction of non-traditional students. The conjunction of the ARCS Model and Problem-Based Learning is considered to be an effective strategy for improving learning and perceptual outcomes for non-traditional students in information literacy contexts. This is important because: 1) information literacy skills are a central aspect of successfully transitioning from the educational setting to the modern workplace; 2) increased confidence can enhance students’ sense of self-empowerment and self-efficacy, as well as decreasing “library anxiety”; and 3) establishing a sense of the personal relevance of information literacy engages students with tools that they can and will actually use in work and life situations.
In addition, the author connects these findings to two other areas. One is the new ACRL (Association of College and Research Libraries) Framework for Information Literacy for Higher Education; the author notes that “threshold concepts”, defined by Roberts as “big picture ideas that are foundational to the field”, relate best to teaching techniques such as problem-based learning. The other is the concept of metacognition, which is an aspect of metaliteracy; the author states that the study’s information literacy session addressed three of four metaliteracy goals being considered. Future avenues of research and collaboration will include librarians working with learning scientists around the Framework content; finding new and engaging methods for teaching literacy concepts and assessing learning; incorporating metacognitive awareness into teaching and assessment; and specifically focusing on transferable skills and knowledge, in the service of preparing non-traditional students for the world of work.
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Suherman, Suherman, Adib Mustofa Zaman, and Farida Farida. "Fostering of Mathematical Critical Thinking Ability Using ARCS Model and Students’ Motivation." JTAM (Jurnal Teori dan Aplikasi Matematika) 5, no. 1 (April 17, 2021): 134. http://dx.doi.org/10.31764/jtam.v5i1.3798.
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Mathematical critical thinking skills in mathematics learning is an ability that needs to be mastered by every student in order to support students in the learning process. The purpose of this study was to analyzing the influence and interaction of the ARCS model and learning motivation on students' mathematical critical thinking skills. This research is a quasi-experimental design using cluster random sampling as a sampling technique. The data collection technique used an essay test to determine MCT and a questionnaire to see motivation. The data analysis technique used the normality test, homogeneity, and two-way ANOVA. The results have shown that there is an effect of the ARCS learning model on students' mathematical critical thinking ability, there is no influence of learning motivation on mathematical critical thinking skills, and there is no interaction between ARCS model learning and motivation towards mathematical critical thinking ability. Therefore, the ARCS model can be solution to fostering of mathematical critical thinking abilities.
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Tukan, Maria Benedikta, and Faderina Komisia. "STUDENT RESPONSES IN LEARNING INQUIRY MODEL INTEGRATING ARCS MOTIVATION STRATEGY ON ACID-BASE MATERIALS." JCER (Journal of Chemistry Education Research) 1, no. 2 (February 19, 2018): 60. http://dx.doi.org/10.26740/jcer.v1n2.p60-65.
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The purpose of this research was to describe the response of grade XI students of SMAK Saint Carolus Kupang in the learning that integrated the ARCS motivation strategy in the inquiry model on the acid-base materials. This type of research is quasy experiment design. This research was conducted at SMAK Saint Carolus Kupang, East Nusa Tenggara. The design of this research using Nonequivalen Control Group Design. The instrument in this research is using student response questionnaire. The data collection procedure in this research is questionnaire. The result of his research is that the students' responses in learning that integrate ARCS motivation strategy in inquiry model is good.
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Tukan, Maria Benedikta, and Faderina Komisia. "STUDENT RESPONSES IN LEARNING INQUIRY MODEL INTEGRATING ARCS MOTIVATION STRATEGY ON ACID-BASE MATERIALS." JCER (Journal of Chemistry Education Research) 1, no. 2 (April 15, 2019): 67. http://dx.doi.org/10.26740/jcer.v1n2.p67-72.
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The purpose of this research was to describe the response of grade XI students of SMAK Saint Carolus Kupang in the learning that integrated the ARCS motivation strategy in the inquiry model on the acid-base materials. This type of research is quasy experiment design. This research was conducted at SMAK Saint Carolus Kupang, East Nusa Tenggara. The design of this research using Nonequivalen Control Group Design. The instrument in this research is using student response questionnaire. The data collection procedure in this research is questionnaire. The result of his research is that the students' responses in learning that integrate ARCS motivation strategy in inquiry model is good.
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AIBARA, Megumi, Koji SUGINUMA, and Masakazu FURUICHI. "A Proposal of ARCS Extended Model of Motivational Design and an Application to a Development Method for Educational Materials." Journal of Digital Games Research 9, no. 2 (2017): 15–29. http://dx.doi.org/10.9762/digraj.9.2_15.
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Bakar, Mohamad Ariffin Abu, and Norulhuda Ismail. "CONCEPT OF METACOGNITIVE ONLINE DISCUSSION MODEL FOR ONLINE TEACHING TO ENHANCE STUDENTS’ ENGAGEMENT AND MASTERY DURING CORONAVIRUS OUTBREAKS." Asia Proceedings of Social Sciences 6, no. 1 (April 22, 2020): 61–64. http://dx.doi.org/10.31580/apss.v6i1.1248.
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This concept paper discusses the design and development of metacognitive online discussion learning models to create active learning and ensure that students master mathematics contents during outbreaks online teaching sessions. The model aims to provide teachers with guidance and reference to produce a simple and effective online teaching to address the problems limitations of internet networks, applications, equipment and motivations of teachers and students during outbreaks. In addition to maintaining motivation, engagement, fun and effective to the students’ mastery of mathematics concepts. This model is an integration of elements from Anderson’s (2002) metacognitive learning strategy model, common active learning criteria proposed by Bonwell & Eison (1991) and online motivated instructional design, ARCS Model (Keller, 1987).
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Zoppelt, Diana, and Adriana Hermann. "WEBLOGS IN THE TRAINING OF GERMAN-SPEAKING TEACHERS IN ROMANIA – PLANNING, DESIGN, IMPLEMENTATION, EVALUATION AND DISCUSSION USING THE EXAMPLE OF PROF-ES.COM." Journal of Pedagogy - Revista de Pedagogie LXVIII, no. 2 (December 2020): 31–48. http://dx.doi.org/10.26755/revped/2020.2/31.
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The present study deals with the use of a weblog in the further training of teachers at Romanian public schools with German teaching. The question whether an educational blog meets the needs, wishes and expectations of the target group was investigated using the IMMS questionnaire based on the ARCS model by Keller (1983, 1987). The evaluation results show a positive impact of the blog on the study participants and point out the importance of motivational factors in designing online learning content. This referred to the multimedia narrative presentation and the clear structuring of current psycho-educational topics with practical relevance for the target group.
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Wang, Yi, and Yong Ling Jiang. "Research on Learning Behavior Based on ARCS Learning Motivation Model." Advances in Science and Technology 105 (April 2021): 356–63. http://dx.doi.org/10.4028/www.scientific.net/ast.105.356.
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Based on the ARCS Motivation Model proposed by John M. Keller, the instructional design of blended learning is carried out, and the "Python Programming" course is taken as an example for empirical research. Pearson correlation analysis and Apriori algorithm are used to analyse the data of students' learning behavior. The results show that the pre-class preview learning behaviour has a significant impact on students' learning process. Through the association analysis of learning process, it is found that the difference between pre-class preview and self-test learning behavior has a significant impact on the learning outcomes. The empirical conclusion of this paper has important reference value for optimizing blended learning methods and data mining analysis based on learning behavior, so as to support teachers to carry out personalized guidance and feedback for students.
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Nam, Jungeun, Chongwook Park, and Sungju Woo. "A Preliminary Study on Development of Evaluation Indicators for Learning Motivation of Museum Education Program Based on Constructivism: Focusing on ARCS Model of Motivational Design." Academic Association of Global Cultural Contents 34 (June 30, 2018): 43–65. http://dx.doi.org/10.32611/jgcc.2018.6.34.43.
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Alfiyana, Rifda, Sri Sukaesih, and Ning Setiati. "Pengaruh Model ARCS (Attention, Relevance, Confidence, Satisfaction) dengan Metode Talking Stick Terhadap Motivasi dan Hasil Belajar Siswa Materi Sistem Pencernaan Makanan." Journal of Biology Education 7, no. 2 (September 9, 2018): 226–36. http://dx.doi.org/10.15294/jbe.v7i2.24287.
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Tujuan dari penelitian ini untuk menganalisis pengaruh model pembelajaran ARCS metode Talking stick pada materi Sistem Pencernaan Makanan terhadap motivasi, dan hasil belajar siswa. Penelitian ini dilaksanakan di MTs Negeri 1 Bobotsari pada semester gasal tahun ajaran 2017/2018. Rancangan yang digunakan dalam penelitian ini adalah nonequivalent control group design. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII yang terbagi dalam 7 kelas, sedangkan sampel dalam penelitian ini adalah kelas VIII D dan VIII E yang diambil dengan teknik purposive sampling. Data penelitian berupa data hasil belajar, motivasi belajar siswa, tanggapan siswa, dan keterlaksanaan pembelajaran. Data hasil belajar siswa dianalisis menggunakan uji-t dan N-gain. Hasil penelitian menunjukkan bahwa pembelajaran dengan ARCS dengan metode Talking stick pada kelas eksperimen berbeda terhadap kelas kontrol dengan analisis hasil posttest, uji t menunjukkan thitung 8,29 > ttabel 1,67 dengan taraf signifikan 0,05. Analisis motivasi siswa kelas eksperimen dengan kriteria sangat tinggi sebesar 89,47% sedangkan pada kelas kontrol dengan kriteria tinggi sebesar 47,22 %. Siswa memberikan tanggapan baik terhadap pembelajaran ARCS dengan metode Talking stick karena membantu siswa memahami materi sistem pencernaan makanan. Berdasarkan hasil penelitian dapat disimpulkan bahwa pembelajaran ARCS dengan metode Talking stick berpengaruh positif terhadap motivasi dan hasil belajar siswa materi sistem pencernaan makanan.
The purpose of this research is to analyze the influence of learning model ARCS Talking stick method on Food Digestion System material to motivation, and student learning outcomes. This research was conducted in MTs Negeri 1 Bobotsari in the academic year of 2017/2018. The design used in this study is nonequivalent control group design. The population in this research is all students of class VIII which is divided into 7 classes, while the sample in this research is class VIII D and VIII E taken with purposive sampling technique. Research data in the form of data learning outcomes, student learning motivation, student responses, and the implementation of learning. Data on student learning outcomes were analyzed using t-test and N-gain. The results showed that learning with ARCS by Talking stick method in different experimental class to control class with posttest result analysis, t test showed tcalct 8,29> ttable 1,67 with significant level 0,05. Motivation analysis of experimental class students with very high criteria of 89.47% while in the control class with high criterion of 47.22%. Students respond well to ARCS learning with Talking stick method because it helps students understand the material of digestion system of food. Based on the results of research can be concluded that learning ARCS with Talking stick method positively affect the motivation and student learning outcomes material digestion system food.
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Lee, Lai-Chung, and Kuang-Chung Hao. "Designing and Evaluating Digital Game-Based Learning with the ARCS Motivation Model, Humor, and Animation." International Journal of Technology and Human Interaction 11, no. 2 (April 2015): 80–95. http://dx.doi.org/10.4018/ijthi.2015040105.
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Multimedia teaching applications have been widely utilized in various subjects. The presentation of teaching materials with animations and games helps to stimulate the visual sense and enhance the learning motivation of learners. Successful learning, however, requires the stimulation of learning motivation that can inspire learners to achieve the desired learning objectives. This study combines the ARCS (Attention, Relevance, Confidence, Satisfaction) motivation model, and humor to design a set of multimedia applications that include teaching animations and games for sixth graders' natural science and technology course, called the Cat's Cradle Multimedia Learning System (CCMLS). The scenario stories of anthropomorphic characters introduce four units of natural science: levers, axles, pulleys and gears. Additionally, games are designed to impress learners even more. After the applications were prepared, tests for learning effectiveness, learning motivation and perceived fun associated with teaching materials were conducted with 106 students at the Qishan Elementary School in Kaohsiung. The experimental group used CCMLS, while the control group used videos of the textbook as the applications. A pre-test and post-test, ARCS Learning Motivation Questionnaire, Smileyometer and interviews were conducted with both groups. According to the statistical analysis, significance was detected in regard to learning effectiveness between the experimental group and the control group. Significance was also found in ARCS learning motivation and perceived fun of teaching materials. Moreover, there is a significant positive correlation between the perceived fun related to the teaching materials and learning motivation. The contribution of this study lies in the proposal of the digital game-based learning (DGBL) from the design perspective: to enhance students' learning motivation and use willingness regarding the teaching materials of the drama and the cartoon characters in humorous dialogues. The proper sound and light effects and examples that are close to daily life will also be taken into consideration in the design of the multimedia applications.
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Chang, Yi-Hsing, Pei-Rul Lin, and You-Te Lu. "Development of a Kinect-Based English Learning System Based on Integrating the ARCS Model with Situated Learning." Sustainability 12, no. 5 (March 6, 2020): 2037. http://dx.doi.org/10.3390/su12052037.
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This study developed a Kinect-based somatosensory English learning system. The main design concept was to integrate Kinect as an interaction technique with theories of situated learning and the attention, relevance, confidence, and satisfaction (ARCS) model, to design relevant learning activities and materials, thereby enhancing students’ learning outcomes. The proposed system allows for planning and designing learning activities and content according to situated learning components and the ARCS model. The somatosensory interaction system Kinect was used to provide users with a virtual learning environment to achieve actual spatial and physical experiences, assisting learners’ engagement in stories and scenarios as well as enhancing their motivation to learn. English vocabulary related to supermarkets was set as the learning objective and 70 students ranging from third to sixth grade at a learning center in Tainan, Taiwan were selected as participants. During the experiment, participants were divided into two groups: the experimental group, which employed the proposed learning system, and the control group, in which students learned using printed materials coupled with mobile devices. Pre- and posttest scores of the two groups were used to assess learning outcomes and analyze the ARCS model-based questionnaire. The results revealed that the proposed system effectively improved learners’ motivation to learn and learning outcomes.
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Angelo, Thomas A. "Assessing Motivation to Improve Learning: Practical Applications of Keller's MVP Model and ARCS-V Design Process." New Directions for Teaching and Learning 2017, no. 152 (December 2017): 99–108. http://dx.doi.org/10.1002/tl.20272.
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Suparmaniam, Chitra, and Maizatul Hayati Mohamad Yatim. "EFFECTIVENESS OF INDIAN FOLKLORE ANIMATION ON MOTIVATION AMONG YEAR FIVE PUPILS IN KULIM DISTRICT." International Journal of Modern Education 2, no. 7 (December 7, 2020): 01–12. http://dx.doi.org/10.35631/ijmoe.27001.
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The article discusses a study to measure the effectiveness of Indian Folklore Animation among Year Five SJK(T) pupils in the Kulim district. The study uses qualitative data for exploring twelve principles of animation and quantitative data for the research methodology approach. For qualitative data, ten animators were selected to analyse the twelve principles of animation in three series of selected Indian Folklore Animation using an animation principles checklist. For quantitative data, a pre-test post-test experimental design was used to measure the effectiveness of Indian Folklore Animation using a questionnaire. The questionnaire consists of four scales of Keller’s ARCS Model of Motivation. A total of 108 pupils from three schools was selected as respondents and were assigned into two groups (treatment and control group) consisted of 54 pupils each. Data collected were analysed using descriptive and inference statistics to answer the listed research objectives. Findings show that there are significant differences in mean scores for pre-test and post-test to show that the Indian Folklore gave motivational effects to the pupils. This implies that Indian Folklore Animation could be developed for Indian Folklore appreciations and for fostering good moral values through animation.
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Crane, Laura, Phillip Benachour, and Paul Coulton. "Student Experiences with Mobile Electronic Updates from a Virtual Learning Environment." International Journal of Mobile and Blended Learning 4, no. 3 (July 2012): 16–33. http://dx.doi.org/10.4018/jmbl.2012070102.
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This paper describes the development of two mobile applications to disseminate course and module information to university students by sending notifications and electronic updates to their mobile devices. The two mobile applications are based on RSS and Twitter and provide notifications to users which are similar in format and transmission mode to these Web 2.0 entities. The aim of this study is to understand the potential benefits of using the mobile applications as assistive technologies to the existing virtual learning environment. The study uses the ARCS model of motivational design and instruction theory (attention, relevance, confidence, satisfaction) as a tool to enhance students’ experience and their subject engagement. User feedback revealed that although users were given flexibility with regards to temporal updates, they preferred temporal updates at specific times and not in real time. A lack of wireless access in some areas commonly used by students proved a further limitation.
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Bates, Catherine Marie Fraser. "Learner Characteristics and Motivation: How to Achieve Efficient and Effective Learning." Collected Essays on Learning and Teaching 8 (June 12, 2015): 165. http://dx.doi.org/10.22329/celt.v8i0.4233.
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During the Society for Teaching and Learning in Higher Education Conference 2014, a workshop was held three consecutive times as part of the Pedagogical Speed Dating sessions to introduce experienced college/university faculty and instructional designers to an approach to instructional design that is based on increasing motivation. The purpose of the workshop was to demonstrate the use of Keller’s ARCS Model of Instructional Design for Motivation, specifically how to achieve effective learner/learner, learner/content, and learner/teacher interaction. The discussion focusses on the experiences of typical university and college students.
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Chang, Yuh-Shihng, Kuo-Jui Hu, Cheng-Wei Chiang, and Artur Lugmayr. "Applying Mobile Augmented Reality (AR) to Teach Interior Design Students in Layout Plans: Evaluation of Learning Effectiveness Based on the ARCS Model of Learning Motivation Theory." Sensors 20, no. 1 (December 23, 2019): 105. http://dx.doi.org/10.3390/s20010105.
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In this paper we present a mobile augmented reality (MAR) application supporting teaching activities in interior design. The application supports students in learning interior layout design, interior design symbols, and the effects of different design layout decisions. Utilizing the latest AR technology, users can place 3D models of virtual objects as e.g., chairs or tables on top of a design layout plan and interact with these on their mobile devices. Students can experience alternative design decision in real-time and increases the special perception of interior designs. Our system fully supports the import of interior deployment layouts and the generation of 3D models based on design artefacts based on typical design layout plan design symbols and allows the user to investigate different design alternatives. We applied John Keller’s Attention, Relevance, Confidence, and Satisfaction (ARCS) learning motivation model to validate our solution to examine the students’ willingness and verify the ability of students to improve learning through MAR technology. We compared a sample experimental group of N = 52 test-subjects with a sample of N = 48 candidates in a control group. Learning indicators as learning interest, confidence, satisfaction and effective have been utilized to assess the students’ learning motivation through the use of MAR technology. The learning results have been determined by the independent sample t testing. The significance of the post-test had a p-value < 0.05 difference. The result of the study clearly shows that the reference group utilizing MAR technology as a learning aid show a higher learning effectiveness as the control group. Thus, we conclude that MAR technology does enhance students’ learning ability for interior design and making appropriate design decisions.
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Giannakas, Filippos, Georgios Kambourakis, Andreas Papasalouros, and Stefanos Gritzalis. "Security Education and Awareness for K-6 Going Mobile." International Journal of Interactive Mobile Technologies (iJIM) 10, no. 2 (April 28, 2016): 41. http://dx.doi.org/10.3991/ijim.v10i2.5473.
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Nowadays, due to widespread participation of elementary school children in cyberspace activities, basic cybersecurity education and awareness is deemed necessary. Within this context, knowledge acquisition in this timely and important field has greater chances to be more fruitful when the learner is properly motivated. Also, it is anticipated to be more joyful when knowledge is acquired in the form of a digital game-based activity. The paper at hand discusses the development of a novel mobile app called CyberAware, destined to cybersecurity education and awareness. At present, the game is designed for K-6 children in order to support either or both formal or informal learning. Additionally, due to its mobile characteristics, the game can be experienced as an outdoor or classroom activity. Finally, opposite to similar studies found in the literature so far, our attention is not solely drawn to game’s technological aspects but equally to the educational factor. This is achieved through the consideration and use of the ARCS motivational model already from the game’s design phase.
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Chang, Yi-Hsing, Pin-Chun Chao, and Rong-Jyue Fang. "ARCS and RGT Integrated High-Efficiency E-Books." Education Sciences 9, no. 2 (April 29, 2019): 94. http://dx.doi.org/10.3390/educsci9020094.
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This study used the attention, relevance, confidence, and satisfaction (ARCS) method and Kelly’s repertory grid technique (RGT) to develop a high-efficiency e-book. Its main design concepts were to use the ARCS model to create a highly interactive human–machine interface and multimedia learning content that would enhance the learning motivation of users, and to use RGT and a knowledge map to supplement the learning strategy and help users effectively build personalized knowledge. This study adopted Taiwanese cherry blossoms as the learning objectives and recruited 70 freshmen from a university in Tainan as research participants. During the experiment, the students were divided into a control group, which used websites on cherry blossoms, and an experimental group, which used the system developed for this study. Learning outcome assessments and questionnaires were conducted on the pre- and post- learning test data of both groups. The learning outcomes were analyzed using a t-test. In the questionnaire, the assessments and discussions were focused on the four constructs of ARCS. The results show that the improvement of learning outcomes was more significant in the experimental group than in the control group. All dimensions of the questionnaire achieved significant results. Therefore, the learners provided positive reviews of the proposed high-efficiency e-book.
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Zaharias, Panagiotis. "Usability in the Context of e-Learning." International Journal of Technology and Human Interaction 5, no. 4 (October 2009): 37–59. http://dx.doi.org/10.4018/jthi.2009062503.
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The issue of e-learning quality remains prominent on end users’ (the learners’) agenda. It is no surprise that many non-motivated adult learners abandon prematurely their e-learning experiences. This is attributed in a great extent to the poor design and usability of e-learning applications. This paper proposes a usability framework that addresses the user as a learner and extends the current e-learning usability practice by focusing on the affective dimension of learning, a frequently neglected issue in e-learning developments. Motivation to learn, a dominant affective factor related with learning effectiveness, has been similarly neglected. Usability and instructional design constructs as well as Keller’s ARCS Model are being employed within the framework proposed in this work upon which new usability evaluation methods can be based. This framework integrates web usability and instructional design parameters and proposes motivation to learn as a new type of usability dimension in designing and evaluating e-learning applications.
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Su, Chung-Ho, Ken T. K. Chen, and Kuo-Kuang Fan. "Rough Set Theory Based Fuzzy TOPSIS on Serious Game Design Evaluation Framework." Mathematical Problems in Engineering 2013 (2013): 1–13. http://dx.doi.org/10.1155/2013/407395.
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This study presents a hybrid methodology for solving the serious game design evaluation in which evaluation criteria are based on meaningful learning, ARCS motivation, cognitive load, and flow theory (MACF) by rough set theory (RST) and experts’ selection. The purpose of this study tends to develop an evaluation model with RST based fuzzy Delphi-AHP-TOPSIS for MACF characteristics. Fuzzy Delphi method is utilized for selecting the evaluation criteria, Fuzzy AHP is used for analyzing the criteria structure and determining the evaluation weight of criteria, and Fuzzy TOPSIS is applied to determine the sequence of the evaluations. A real case is also used for evaluating the selection of MACF criteria design for four serious games, and both the practice and evaluation of the case could be explained. The results show that the playfulness (C24), skills (C22), attention (C11), and personalized (C35) are determined as the four most important criteria in the MACF selection process. And evaluation results of case study point out that Game 1 has the best score overall (Game 1 > Game 3 > Game 2 > Game 4). Finally, proposed evaluation framework tends to evaluate the effectiveness and the feasibility of the evaluation model and provide design criteria for relevant multimedia game design educators.
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Doraisamy, Gopi, and Dr Balakrishnan Muniandy. "Designing and Testing the Usability of NETA Prototype based on Fitts Law: A preliminary Study." INTERNATIONAL JOURNAL OF MANAGEMENT & INFORMATION TECHNOLOGY 9, no. 3 (April 30, 2014): 1683–97. http://dx.doi.org/10.24297/ijmit.v9i3.656.
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This paper is based on a study that was to design and test the usability of a tablet app prototype named NETA (Nota Elektronik Tatabahasa) as an assisting tool in Malay grammar learning process. For this purpose, an app prototype and a questionnaire consist of 26 items was developed based on the literature and expert opinions. Human-computer interface theories, usability theories and ID models such as Fitts Law, ARCS Motivation Model, Gagnes Nine Events of Instruction and the Dick and Carey Instructional Design Model provided a basis for the development of the prototype and the questionnaire items. 40 form one students from a secondary school in the state of Penang, Malaysia filled the questionnaire. The Cronbachs alpha coefficient of the questionnaire was found to be .832 indicating a relatively high internal consistency and reliability of the items. The findings generally show that the NETA prototype helps to engage and motivate student to learn Malay grammar. The results also suggest that there are a number of areas for the NETA prototype to improve and promote the app in a more realistic manner that suits the needs of the students. Several recommendations are also presented for future research.
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N, Ghaida, Zainuddin Zainuddin, and Abdul Salam M. "Pengembangan Bahan Ajar Fisika Menggunakan Model POGIL dengan Strategi ARCS untuk Melatih Keterampilan Proses Sains Peserta Didik." Jurnal Ilmiah Pendidikan Fisika 5, no. 2 (June 18, 2021): 138. http://dx.doi.org/10.20527/jipf.v5i2.3292.
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Permasalahan rendahnya keterampilan proses sains (KPS) peserta didik dikarenakan belum diterapkannya pembelajaran aktif berbasis metode ilmiah sehingga peserta didik jarang dilatihkan penyelidikan ilmiah. Tujuan dari penelitian ini adalah mendeskripsikan kelayakan bahan ajar fisika menggunakan model POGIL dipadukan dengan strategi ARCS untuk melatihkan KPS peserta didik. Kelayakan di lihat dari validitas, kepratisan, dan efektivitasnya. Metode pengembangan dilakukan dengan mengacu pada desain pengembangan ADDIE. Uji coba dilakukan menggunakan variabel subjek penelitian yaitu peserta didik kelas XI MIPA 1 di SMAN 5 Banjarmasin sebanyak 31 peserta didik. Instrumen penelitian yang digunakan adalah lembar validitas bahan ajar, lembar keterlaksanaan RPP, tes hasil belajar dan penilaian keterampilan proses sains. Teknik analisis data adalah: (1) Uji validitas secara deskriptif; (2) uji kepraktisan secara deskriptif; (3) uji efektifitas menggunakan uji N gain, Hasil temuan menyatakan bahwa bahan ajar termasuk kategori valid, praktis dan efektif karena: (1) validitas Rencana Pelaksanaan Pembelajaran (RPP), Lembar Kerja Peserta Didik (LKPD), materi ajar, dan Tes Hasil Belajar (THB) berkategori sangat valid (2) kepraktisan RPP berkategori sangat praktis, (3) keefektifan dinilai berdasarkan THB dan KPS dinyatakan efektif dan terampil. Diperoleh simpulan bahwa bahan ajar fisika pada materi fluida statis menggunakan model POGIL dengan strategi ARCS termasuk layak untuk melatihkan keterampilan proses sains peserta didik. Dengan demikian, bahan ajar ini dapat digunakan sebagai salah satu alternatif untuk membantu guru dalam melatih keterampilan proses sains siswa. The problem of students' low science process skills due to the lack of active learning based on inquiry has not been implemented, so students are rarely trained in scientific inquiry. This study aims to produce physics teaching materials using the POGIL model combined with an appropriate ARCS strategy to train students' science process skills. The development method is carried out regarding the ADDIE development design. The trial was conducted using a variable research subject: students of class XI MIPA 1 at SMAN 5 Banjarmasin as many as 31 students. The research instrument used was the validity sheet of the teaching materials, the lesson plan implementation sheet, the learning outcome test, and the science process skills assessment. The findings state that teaching materials are categorized as valid, practical, and effective because: (1) the validity of the lesson plan, student's worksheet, teaching materials, and learning outcome test is very valid (2) the practicality of the lesson plan is very practical, (3) the effectiveness is assessed based on learning outcome test and science process skills stated effective and skilled, as well as differences in learning motivation of students significantly before and after teaching. It was concluded that physics teaching materials on static fluid materials using the POGIL model with the ARCS strategy were considered appropriate for training students' science process skills. Thus, this teaching material can be used as an alternative to assist teachers in training students' science process skills.
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Putri, Annisa Utami, Lilit Rusyati, and Diana Rochintaniawati. "The Impact of Problem-Solving Model on Students’ Concept Mastery and Motivation in Learning Heat Based on Gender." Journal of Science Learning 1, no. 2 (March 31, 2018): 71. http://dx.doi.org/10.17509/jsl.v1i2.9793.
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This study investigated the impact of the problem-solving model on students’ concept mastery and motivation in learning heat based on gender. The method which was used in this research was quasi-experiment with pretest-posttest design in girls and boys class. Data are collected from girl class (N=16) and boys class (N=16) of a 7th grade in one of a Bilingual Boarding School in Bandung. The quantitative data of this research was obtained through the objective test, while the qualitative data was gained through a questionnaire. Students’ motivation is measured by Attention, Relevance, Confidence, and Satisfaction (ARCS) Model. On the other hand, students’ concept mastery is measured based on Bloom’s taxonomy cognitive level through the objective test and being analyzed by using statistical software Statistical Package for Social Science (SPSS) version 20.0 for Windows 8. The results show that overall concept mastery of girls and boys students have improved. However, girls students are higher achiever than boys. Overall, the problem-solving model makes an improvement in students’ concept mastery in both girls and boys. Thus, it indicates that the implementation of the problem-solving model in learning heat can improve students’ motivation and students’ conceptual understanding in secondary level.
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Hernández Moreno, Laura Alicia, Juan Gabriel López Solórzano, María Teresa Tovar Morales, Osslan Osiris Vergara Villegas, and Vianey Guadalupe Cruz Sánchez. "Effects of using mobile augmented reality for simple interest computation in a financial mathematics course." PeerJ Computer Science 7 (June 29, 2021): e618. http://dx.doi.org/10.7717/peerj-cs.618.
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Understanding the concept of simple interest is essential in financial mathematics because it establishes the basis to comprehend complex conceptualizations. Nevertheless, students often have problems learning about simple interest. This paper aims to introduce a prototype called “simple interest computation with mobile augmented reality” (SICMAR) and evaluate its effects on students in a financial mathematics course. The research design comprises four stages: (i) planning; (ii) hypotheses development; (iii) software development; and (iv) design of data collection instruments. The planning stage explains the problems that students confront to learn about simple interest. In the second stage, we present the twelve hypotheses tested in the study. The stage of software development discusses the logic implemented for SICMAR functionality. In the last stage, we design two surveys and two practice tests to assess students. The pre-test survey uses the attention, relevance, confidence, and satisfaction (ARCS) model to assess students’ motivation in a traditional learning setting. The post-test survey assesses motivation, technology usage with the technology acceptance model (TAM), and prototype quality when students use SICMAR. Also, students solve practice exercises to assess their achievement. One hundred three undergraduates participated in both sessions of the study. The findings revealed the direct positive impact of SICMAR on students’ achievement and motivation. Moreover, students expressed their interest in using the prototype because of its quality. In summary, students consider SICMAR as a valuable complementary tool to learn simple interest topics.
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Khan, Tasneem, Kevin Johnston, and Jacques Ophoff. "The Impact of an Augmented Reality Application on Learning Motivation of Students." Advances in Human-Computer Interaction 2019 (February 3, 2019): 1–14. http://dx.doi.org/10.1155/2019/7208494.
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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.
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Setyoko, Setyoko, and Indriaty Indriaty. "Penerapan Pembelajaran Problem Based Learning Berbasis Blended Learning terhadap Hasil Belajar Kognitif dan Motivasi Mahasiswa." Jurnal Pendidikan Biologi 7, no. 3 (October 21, 2018): 157. http://dx.doi.org/10.24114/jpb.v7i3.10433.
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Learning innovation in Higher Education with a scientific approach based learning has been integrated with Information and Communication Technology. This encourages students to solve problems in accordance with the real conditions in the surrounding environment. In addition, it can create self-reliance and learning motivation for students to learn science without any time and place limitation. This study aims to implement scientific approach based learning through the Problem Based Learning model based on Blended Learning in Animal Ecology subjects. This research method is Quasi Experimental Design with Non Equivalent Control Group Pretest-Posttest Design in Experimental groups through combined Problem Based Learning. Blended Learning. The sample of this research is Biology Education students of FKIP Universitas Samudra. The research instrument used cognitive tests in the form of Essay questions and ARCS motivation questionnaires. Qualitative data analysis by testing Validity and Reliability. Hypothesis testing with the prerequisite test for data normality and paired t sample t test. The results of the study obtained the value of t arithmetic = 13.61 or with Sig (2-tailed) (0.00) α α (0.05) thus Ha was accepted that the significant cognitive learning outcomes of students occurred through learning Blended Learning-based Problem Based Learning. Student learning motivation is categorized into three: very high, high, and medium. The percentage of students in the three categories is 30%, 63.33%, and 7% respectively.
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Hsieh, Yi-Zeng, Shih-Syun Lin, Yu-Cin Luo, Yu-Lin Jeng, Shih-Wei Tan, Chao-Rong Chen, and Pei-Ying Chiang. "ARCS-Assisted Teaching Robots Based on Anticipatory Computing and Emotional Big Data for Improving Sustainable Learning Efficiency and Motivation." Sustainability 12, no. 14 (July 12, 2020): 5605. http://dx.doi.org/10.3390/su12145605.
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Under the vigorous development of global anticipatory computing in recent years, there have been numerous applications of artificial intelligence (AI) in people’s daily lives. Learning analytics of big data can assist students, teachers, and school administrators to gain new knowledge and estimate learning information; in turn, the enhanced education contributes to the rapid development of science and technology. Education is sustainable life learning, as well as the most important promoter of science and technology worldwide. In recent years, a large number of anticipatory computing applications based on AI have promoted the training professional AI talent. As a result, this study aims to design a set of interactive robot-assisted teaching for classroom setting to help students overcoming academic difficulties. Teachers, students, and robots in the classroom can interact with each other through the ARCS motivation model in programming. The proposed method can help students to develop the motivation, relevance, and confidence in learning, thus enhancing their learning effectiveness. The robot, like a teaching assistant, can help students solving problems in the classroom by answering questions and evaluating students’ answers in natural and responsive interactions. The natural interactive responses of the robot are achieved through the use of a database of emotional big data (Google facial expression comparison dataset). The robot is loaded with an emotion recognition system to assess the moods of the students through their expressions and sounds, and then offer corresponding emotional responses. The robot is able to communicate naturally with the students, thereby attracting their attention, triggering their learning motivation, and improving their learning effectiveness.
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Sukenasa, Niluh Putu Puri Palupi, Ju-Ling Shih, and Herman Dwi Surjono. "Using Technology-Mediated Board Game on Young Learners." Script Journal: Journal of Linguistics and English Teaching 5, no. 2 (October 27, 2020): 136–48. http://dx.doi.org/10.24903/sj.v5i2.507.
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Background:
The use of games and technology for educational purposes can be an appropriate method of enhancing learning performance. Therefore, this study presents a technology-mediated board game and its related course to engage young learners in Indonesia for learning English vocabulary. The study investigated young learners' vocabulary learning performance and learning motivation as the effects of using technology-mediated board game in the course.
Methodology:
This study employed a quasi-experimental design involving 67 students of one urban and one rural primary school. The vocabularies of fruits and vegetables were implemented online in the game by using QR codes. The instructional practices are to improve students' learning achievement and to find out students' learning motivation. The pre-test, post-test, and Keller's ARCS motivation model were conducted to analyze the effectiveness of technology-mediated board game for learning English vocabulary.
Findings:
The main finding indicated that technology-mediated board games could improve students' English vocabulary learning achievement. Moreover, the use of technology-mediated board games encouraged young learners to have strong learning motivation. On the other hand, the game could promote students to have a concept in gardening that can be encounter in their daily life.
Conclusion:
These findings imply that technology-mediated board game becomes an effective way of teaching English vocabulary to young learners in Indonesia.
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Azlan Mohamad, Syamsul Nor, Mohamed Amin Embi, and Norazah Mohd Nordin. "Designing E-Portfolio with ARCS Motivational Design Strategies to Enhance Self-Directed Learning." Higher Education Studies 6, no. 4 (November 20, 2016): 138. http://dx.doi.org/10.5539/hes.v6n4p138.
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<p>This paper presents the instructional design effect on motivation towards the implementation of e-Portfolio with ARCS Motivational design strategies to enhance self-directed learning. The purpose of the study was to examine the learners’ motivation level after the implementation of e-Portfolio. Initially, this paper was conducted to study a total number of twenty-four students as a small group evaluation. The survey instrument was divided into four subscales which involved (1) attention, (2) relevance, (3) confidence, and (4) satisfaction to measure the motivation subscales among learners. The findings reported that learners’ motivation has a significant effect to create a desire and awareness in constructing, developing and exploring their knowledge. The e-Portfolio with ARCS motivational design strategies will enforce the learner in gaining their interest in learning. The integration of e-Portfolio and ARCS motivational design strategies will create an opportunity to enhance the transmission and instruction approach in teaching and learning for higher education environment.</p>
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Venning, P. J., and R. V. Curtis. "ARCS Motivational Model: Field Trial in Physical Therapy Education." Journal of Physical Therapy Education 2, no. 2 (July 1988): 20–24. http://dx.doi.org/10.1097/00001416-198807000-00006.
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Son, Hae-Kyoung. "The Effects of Simulation Problem-Based Learning on the Empathy, Attitudes toward Caring for the Elderly, and Team Efficacy of Undergraduate Health Profession Students." International Journal of Environmental Research and Public Health 18, no. 18 (September 14, 2021): 9658. http://dx.doi.org/10.3390/ijerph18189658.
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Undergraduate students studying health professions receive a uniprofessional education in an isolated educational environment within the university curriculum, and they have limited opportunities to experience collaborative learning through interactions with other professions. This study adopted a one-group, pretest–posttest, quasi-experimental design to investigate the effect of an undergraduate course that applied simulation problem-based learning (S-PBL) on nursing and dental hygiene students’ empathy, attitudes toward caring for the elderly, and team efficacy. The S-PBL was designed based on the ARCS model of motivation proposed by Keller, and the subjects (n = 24) participated in a small group activity of identifying and checking for medical errors that may pose a threat to patients’ safety. The results showed that there was a statistically significant increase in the subjects’ attitudes toward caring for the elderly (t = 3.11, p = 0.01) and team efficacy (t = 2.84, p = 0.01) after participating in the S-PBL. The teaching method developed by this study aims to counteract the problems of the limited experience available to undergraduate health profession students during clinical practicum in the context of the COVID-19 pandemic and the limitations of interprofessional education, and it has established the groundwork for further exploration of the learning transfer effect of S-PBL.
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Zeng, Rongjian. "Application of ARCS Motivation Model in CET-SET Examination." Journal of Contemporary Educational Research 5, no. 7 (July 30, 2021): 131–36. http://dx.doi.org/10.26689/jcer.v5i7.2372.
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Based on Guangzhou Songtian Vocational College under the China Education Group, with the guidance of ARCS (attention, relevance, confidence, and satisfaction) motivational model, the scientific examination should not only be before the examination but also after the examination which can produce positive and negative factors for examinees. Through the data collected in the recent three years, it can be drawn that the CET-SET (College English Test-Spoken English Test) has a backwash effect on the examinees especially on the learning concepts, learning motivations, as well as guiding students to develop good oral learning strategies and habits.
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Derbali, Lotfi, and Claude Frasson. "Assessment of Learners’ Motivation during Interactions with Serious Games: A Study of Some Motivational Strategies in Food-Force." Advances in Human-Computer Interaction 2012 (2012): 1–15. http://dx.doi.org/10.1155/2012/624538.
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This study investigated motivational strategies and the assessment of learners’ motivation during serious gameplay. Identifying and intelligently assessing the effects that these strategies may have on learners are particularly relevant for educational computer-based systems. We proposed, therefore, the use of physiological sensors, namely, heart rate, skin conductance, and electroencephalogram (EEG), as well as a theoretical model of motivation (Keller’s ARCS model) to evaluate six motivational strategies selected from a serious game called Food-Force. Results from nonparametric tests and logistic regressions supported the hypothesis that physiological patterns and their evolution are suitable tools to directly and reliably assess the effects of selected strategies on learners’ motivation. They showed that specific EEG “attention ratio” was a significant predictor of learners’ motivation and could relevantly evaluate motivational strategies, especially those associated with theAttentionandConfidencecategories of the ARCS model of motivation. Serious games and intelligent systems can greatly benefit from using these results to enhance and adapt their interventions.
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Stockdale, Janine, Lorna Lawther, Jennifer McKenna, and Deirdre O'Neill. "Sharing the decision about VBAC: introducing the ARCS-V motivational learning model." British Journal of Midwifery 27, no. 8 (August 2, 2019): 482–89. http://dx.doi.org/10.12968/bjom.2019.27.8.482.
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Shared decision-making is considered key to influencing women's motivation to choose vaginal birth after caesarean section (VBAC), as when women's self-determination is respected, they are more likely to avoid intervention. However, the shared decision-making conversation can be challenging. This article introduces the ARCS-V (attention, relevance, confidence, satisfaction, volition), an model for understanding and responding to women's motivation to share the decision about VBAC vs repeat caesarean section. Each of the model's components are introduced, including the psychological basis for managing a shared conversation; capturing and holding women's attention on what they need to learn; matching the learning goals with women's personal goals; building their confidence to achieve their optimal birth; and ensuring they are satisfied with decision-making experience. When these educational conditions are met, women are more likely to use shared decision-making conversations to choose optimally.
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Syahputra, E., and D. R. Utami. "The design of IQF-oriented ARCS-based learning model." Journal of Physics: Conference Series 1315 (October 2019): 012065. http://dx.doi.org/10.1088/1742-6596/1315/1/012065.
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