A preliminary validation of Attention, Relevance, Confidence and Satisfaction model‐based Instructional Material Motivational Survey in a computer‐based tutorial setting

Abstract

This paper describes a preliminary validation study of the Instructional Material Motivational Survey (IMMS) derived from the Attention, Relevance, Confidence and Satisfaction motivational design model. Previous studies related to the IMMS, however, suggest its practical application for motivational evaluation in various instructional settings without the support of empirical data. Moreover, there is a lack of discussion regarding the validity of the instrument. Therefore, this study empirically examined the IMMS as a motivational evaluation instrument. A computer-based tutorial setting was selected owing to its wide application in teaching large entry-level college courses. Data collected from 875 subjects were subjected to exploratory and confirmatory factor analyses, and measurement modelling LISREL. Findings suggested that 16 original items should be excluded from the IMMS; the retained 20 items were found to fall into different constructs, indicating that instructional features of the tutorial may influence the validity of the survey items. The implication of the study supports the situational feature of the IMMS. Therefore, a preevaluation adjustment on the IMMS items is recommended to identify suitable items before the full motivational evaluation. Future research should focus on the further validation of the IMMS based on this preliminary evidence.

A Study of Students’ Motivation Based on Ease of Use, Engaging, Enjoyment and Fun Using the Augmented Reality Science Textbook

“…The measurements are Ease of use, Engaging, Enjoyment, Fun and Motivation. The questionnaires adapted most of the items from the Instructional Material Motivational Survey (IMMS) which have been modified by Huang et al, (2006) and Science Motivation Questionnaire II (SMQII) (Glynn et al, 2011). Among these measurements, the items for Fun were cited from Glynn et al, (2011);Van Kleef et al, (2010); Nilsson and Johansson (2008).…”

Measuring Learners’ Motivation Level in Massive Open Online Courses

“…As motivation has complex and influential effects on the learning process, numerous studies have been conducted to find the interrelationship between motivation and learning performance, e.g., [3], [7], [15], [16]. Educators and researchers make substantial efforts to find interventions which can sustain or promote motivation.…”

“…According to Keller [4], four components affect motivation in the learning process: attention, relevance, confidence, and satisfaction (ARCS). All the components contribute to and sustain motivation throughout the learning process [3], [4], [14], [22], [23] To motivate students, four instructional design principles should be met [11]. Principle1.…”

Content analysis of research trends in instructional design models: 1999-2014

“…• Some studies revealed the effectiveness of ARCS applied in Matlab training (Huang, Huang, Diefes-Dux, & Imbrie, 2006) and the effectiveness of the Content-based ID Model in virtual learning environment designs (Laverde, Cifuentes, & Rodriguez, 2007).…”