Enhancing relevance: Embedded ARCS strategies vs. Purpose

Abstract

The hypothesis of this study assumes that the cognitive effects of motivation result primarily from the relevance of what is being learned, that is, whether the ideas being studied are meaningful and whether they fulfill the goals of the learner. This study compared the effects of intrinsic relevance (material fulfilling a purpose or need of the learner) with embedded, extrinsic relevanceenhancing strategies based on the ARCS (attention, relevance, confidence, and satisfaction) Model of Instruction on perceived motivation and the learning outcomes of identification, terminology, comprehension, and drawing. Both intrinsic and extrinsic strategies enhanced the motivation of the college learners and their performance on identification, terminology, and comprehension questions following instruction. Embedded relevance-enhancing strategies resulted in greater motivation and performance gains than did intrinsic relevance.

EFL teachers' behavior of using motivational strategies: The case of teaching in the Korean context

“…This model provides teachers with effective strategies to improve the motivational aspects of learning environments and also guidance on how to incorporate such strategies into formal instruction design and curricula (Keller, 1999(Keller, , 2008Kim & Keller, 2008;Song & Keller, 2001). Additionally, a number of other reports and studies (Means, Jonassen, & Dwyer, 1997;Small & Gluck, 1994) have tested Keller's ARCS model and verified its validity.…”

Learning in a gene technology laboratory with educational focus: Results of a teaching unit with authentic experiments

“…The psychological ARCS model addresses four conditions (attention, relevance, confidence, satisfaction) that have to be met in order for learners to become and remain motivated [53]. Additionally, this model [53] provides different strategies to enhance the motivational appeal of instruction and is based upon a solid empirical validation ( [54,55]). Its usefulness has been demonstrated in field studies [56], especially in science education research ( [57,58]).…”

Randomized Controlled Trial Comparing Tailoring Methods of Multimedia-Based Fall Prevention Education for Community-Dwelling Older Adults

“…The relevance component of this model postulates that increasing the likelihood of the learning situation to fulfill the learner’s basic needs or values will result in greater personal motivation. Enhancing motivation by targeting relevance in the ARCS model has been shown to improve learning outcomes (Chang & Lehman, 2002; Means, Jonassen, & Dwyer, 1997; Newby, 1991). …”