Application of ARCS Model for a Blended Teaching Methodologies: A Study of Students’ Motivation amid the COVID-19

Abstract

INTRODUCTION: A well-developed course in accordance with sound instructional design principles and successfully delivered multiple times in a traditional face-to-face classroom mode failed to stimulate students' motivation to learn in an online delivery mode amidst the COVID-19 outbreak. This paper contributes by presenting a case study on the application of ARCS models to enhance efficacy of an online course and students engagement.OBJECTIVES: A motivational framework based on the processes outlined in the ARCS model, implemented, and tested using a single-case study.METHODS: A cohort of seventy-five undergraduate students aged between 24 to 29 years from different program majors enrolled in a six-week mandatory IT in Business course participated in this research. A blend of a traditional flipped classroom and gamified teaching methodologies were applied in alignment with the ARCS model's four motivational factors: attention, relevance, confidence, and satisfaction, associated process, and strategies. Before, during, and after treatment surveys based on the original Instructional Material Motivation Survey (IMMS) with 36 questions were conducted to determine the effectiveness of blended teaching methodologies (BTM) on students' motivation. RESULTS:The BTM based on the ARCS model, process, and strategies have enhanced and/or sustained students' motivation and kept the subject interesting in an online environment, and ultimately improved their learning.CONCLUSION: An adaptive implementation of BTM aligned with ARCS models, process, and associated strategies can enable the enhancement and/or sustainability of students' motivation. The lecturers or designer should identify the right combination of BTM and activities through iterative motivational feedback of the students during course delivery.

Gambaran Motivasi Mahasiswa Diploma Tiga Keperawatan Dalam Pembelajaran Komunikasi Keperawatan : Model Motivasi Arcs-V

“…Kepuasan menggambarkan perasaan menyenangkan yang diperoleh ketika seseorang dapat mencapai target yang diinginkan (Durrani and Kamal, 2021). Kepuasan memberikan kesempatan kepada mahasiswa untuk menggunakan ketrampilan dan pengetahuan yang mereka miliki dalam situasi nyata atau simulasi.…”

Study on blended teaching mode and its application based on the ARCS motivational model: Taking bioinformatics course as an example

“…Among them, attention (A), as the most important part of the ARCS motivational model, is to emphasize that the knowledge taught by teachers should attract the attention and interest of learners, and make students have “cognitive curiosity,” thereby inspiring their desire for inquiry and active action on learning goals and content. [ 15 ] At the same time, in the learning process, it is necessary to be able to maintain the strong attentions of learners. Strategies to attract attention mainly include perceptual arousal, inquiry arousal, and focus on variability.…”

E-Learning through an Adaptive cMOOC: Is it Worthy of Further Research?

“…To face this new emergency, the decision-makers worldwide in these fields were forced to seek an alternative solution to maintain the activities linked to learning while respecting health precautions. Several countries adopted flexible solutions to guarantee the continuity of teaching and pedagogical learning in their education systems [34]. MOOC platforms were among the leading solutions adopted [35].…”