Journal of Engineering Education Transformations

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

Integrating the ARCS Model with Instruction for Enhanced Learning


Affiliations
1 Marwadi Education Foundation Group of Institutions, Rajkot, Gujarat, India
2 Environmental Science Engineering, Institute, Marwadi Education Foundation Group of Institutions, Rajkot, Gujarat, India
     

   Subscribe/Renew Journal


This paper provides an overview of Keller's ARCS Model of Motivational Design and explores two case studies of the faculty integrating the model into their teaching practices for improving student motivation during the classroom sessions. Case studies described how instruction in the traditional classroom can be structured in order to improve student motivation and attention span. Findings of the studies indicated ARCS as a valuable tool for improving student engagement for a particular topic taught or instruction delivered. It works well alongside principles and techniques of instructional design. This paper fills a gap in literature on practical applications of motivational design in regular instruction and suggests best practices for teaching and assessment using the ARCS Model for Motivational Design.

Keywords

Arcs Model, Motivational Design, Case Study, Environmental Science Course , Chromatography.
Subscription Login to verify subscription
User
Notifications
Font Size


  • Astleitner, H. and Hufnagl M. (2003) The effects of situation-outcome-expectancies and of arcsstrategies on self-regulated learning with weblectures, Journal of Educational Multimedia and Hypermedia, 12 (4), 361-376.

  • Aşıksoy, G. and Özdamlı, F. (2016) Flipped classroom adapted to the ARCS model of motivation and applied to a physics course, Eurasia Journal of Mathematics, Science and Technology Education, 12 (6), 1589-1603.

  • Chang, M.M. and Lehman J.D. (2002) Learning foreign language through an interactive multimedia program: An experimental study on the effects of the relevance component of the ARCS model, Calico Journal, 20 (1), 81-98.

  • Chang, N. and Chen, H. (2015) A motivational analysis of the ARCS model for information literacy courses in a bl ended learning environment, International Journal of Libraries & Information Services, 65(2), 129–42.

  • ChanLin L.J. (2009) Applying motivational analysis in a Web-based course, Innovations in Education & Teaching International, 46 (1), 91103.

  • Feng, S.L. and Tuan H.L. (2005) Using ARCS model to promote 11th graders' motivation and achievement in learning about acids and bases, Int e rn a t io na l Jo urn a l of Sc i enc e an d Mathematics Education, 3 (3), 463-484.

  • Hess, A.N. (2015) Motivational design in information literacy instruction, Communications in Information Literacy, 9, 44–59.

  • Keller, J. M. And Suzuki, K. (1987) Use of the ARCS motivation model in courseware design, In D.H. Jonassen (Ed.), Instructional designs for microcomputer courseware. Lawrence Erlbaum, Publisher.

  • Keller, J. M. (2010) Motivation design for learning and performance: The ARCS model approach. New York, NY: Springer.

  • Ocak, M.A. and Akçayır M. (2013) Do motivation tactics work in blended learning environments? The ARCS model approach, International Journal of Social Sciences and Education, 3 (4), 1058-1070.

  • Pintrich, P.R. (2003) A motivational science perspective on the role of student motivation in learning and teaching contexts, Journal of Educational Psychology, 95(4), 667-686.

  • Wah, L. K. (2015) The Effects of Instruction using the ARCS Model and Geogebra on upper secondary students Motivation and Achievement in Learning Combined Transformation, Asia Pacific Journal of Educators and Education, 30, 141–158.


Abstract Views: 287

PDF Views: 3




  • Integrating the ARCS Model with Instruction for Enhanced Learning

Abstract Views: 287  |  PDF Views: 3

Authors

Amarpreet Singh Arora
Marwadi Education Foundation Group of Institutions, Rajkot, Gujarat, India
Archana Sharma
Environmental Science Engineering, Institute, Marwadi Education Foundation Group of Institutions, Rajkot, Gujarat, India

Abstract


This paper provides an overview of Keller's ARCS Model of Motivational Design and explores two case studies of the faculty integrating the model into their teaching practices for improving student motivation during the classroom sessions. Case studies described how instruction in the traditional classroom can be structured in order to improve student motivation and attention span. Findings of the studies indicated ARCS as a valuable tool for improving student engagement for a particular topic taught or instruction delivered. It works well alongside principles and techniques of instructional design. This paper fills a gap in literature on practical applications of motivational design in regular instruction and suggests best practices for teaching and assessment using the ARCS Model for Motivational Design.

Keywords


Arcs Model, Motivational Design, Case Study, Environmental Science Course , Chromatography.

References