Effects of the relevance component of the ARCS model of motivational design
Abstract
The major purpose of this study was to determine the effects of the relevance component of the ARCS model of motivational design, using a videotape lesson as the primary instructional medium. "ARCS" is an acronym which stands for attention, relevance, confidence, and satisfaction. A randomized subject, posttest-only group design was used. The subjects were 60 undergraduate students randomly assigned to experimental and control groups. The experimental group (N = 30) was exposed to a motivationally enhanced videotape lesson, while the control group (N = 30) was exposed to an unenhanced videotape lesson. Both the experimental and control groups received pertinent instructions regarding the study. A 22-item (Modified Instructional Motivational Materials Survey) instrument was used to gather data in order to measure the extent to which students' perceptions of motivation in the learning process increased or decreased, after they have been exposed to the two versions of the instructional videotape lesson. One-way analysis of variance (ANOVA), t-test and Chi-square analyses were used to test the dependent variable. Each of the items on the questionnaire was also analyzed separately. Based on the results of the study, it was observed that most of the motivational instructional strategies of the relevance component, as outlined in the ARCS model of motivational design were significantly effective in increasing students' perceptions of motivation within a videotaped instructional lesson. The results also showed that students' perceptions of motivation within the instructional videotape lesson reflected their willingness to volunteer time and effort to participate in a similar study in the future. Recommendations for further studies and implications for instructional designers and trainers are presented.
Degree
Ph.D.
Advisors
Newby, Purdue University.
Subject Area
Educational software|Educational psychology
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