ARCS Motivational Design Model as a diagnostic framework for computer-based learning motivation¶

Theory · All theories
Evidence · no claims cited

Description¶

The article adopts Keller's ARCS model as both theoretical framework and measurement basis, holding that "learning motivation is influenced by four components: Attention, Relevance, Confidence, and Satisfaction". Each IMMS survey item maps to one component, allowing diagnosis of which component is deficient and prescription of targeted motivational strategies, with pre- and post-surveys evaluating effectiveness. The study applied this to diagnose low Satisfaction among students using the M-Tutor MATLAB tutorial.

Design Implications¶

Context¶

Requirements¶

• A pre-motivational survey is needed to establish students' initial motivational level before prescribing strategies

Constraints¶

• The IMMS was originally designed for traditional face-to-face classroom settings and had to be modified for the computer-based setting

Target Learners¶

• first-year engineering students

Target Learning Objectives¶

• learning MATLAB syntax with a computer-based tutorial

Claims¶

Related Theories¶

• ARCS Model of Motivational Design
• ARCS strategy sub-component taxonomy (four components, three sub-components each)
• Expectancy-Value Theory

Examples¶

• Use a systematic instructional design process (ADDIE) with a motivational model to diagnose and address motivational problems
• Motivational Delivery Checklist
• Instructional Materials Motivation Survey (IMMS)

Key Sources¶

• David Wenhao Huang, Hans Aagard, Heidi Diefes-Dux. (2004). Impact of Cognitive-based Instructional Intervention on Learning Motivation: The Implementation of Student-made Glossary in a Programming-oriented Engineering Problem-solving Course and Its Impact on Learning Motivation. https://eric.ed.gov/?id=ED485015