Improving the Motivation and Retention of Online Students Through the Use of ARCS-Based E-Mails

Huett, Jason; Kalinowski, Kevin; Moller, Leslie; Huett, Kimberly C.

doi:10.1080/08923640802224451

Cited by 87 publications

(52 citation statements)

References 22 publications

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“…Therefore, parallel interventions would ideally target both at-risk student populations along with retention programs for students in general. This is consistent with the literature which has found both general interventions (e.g., Bai & Pan, 2009;Sanchez-Leguelinel, 2008) and targeted interventions (e.g., Huett, Kalinowski, Moller & Huett, 2008;Nichols, 2010) to be effective in reducing student attrition.…”

Section: Implementation/recommendationssupporting

confidence: 81%

Improving Student Preparedness and Retention—Perceptions of Staff at Two Universities

Marr¹,

Nicoll²,

Treuer³

et al. 2013

HES

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In 2010 the Australian government provided funding under the Higher Education Participation and Partnerships Program (HEPPP) to assist universities to achieve a 20 percent participation rate for students from lower socioeconomic backgrounds. This funding has allowed universities the opportunity to implement projects towards this end. This study explores the reactions of staff employed in devolving HEPPP projects within Deakin University (DU) and Southern Cross University (SCU). Both universities have a diverse student body, with participation by regional and low socioeconomic status (SES) students at higher proportions than the national higher education average. DU has used its HEPPP funds to establish the Deakin University Participation and Partnerships Program (DUPPP), which comprises community, school and technical/vocational education and training partnerships, embedded academic skills programs, and inclusive support programs. In contrast, SCU, through its i-OnTrack project, is developing a tracking system that will follow cohorts of students coming from diverse backgrounds in order to identify those factors in their life that either impede or boost academic excellence. Key informant interviews of academic staff at both these universities (N=18) were thematically analyzed and compared. Our recommendations for institutional practice across Australia arising from this analysis include: the need to maintain appropriate resourcing for academic staff (especially for casual tutors) to support the kinds of programs that make a difference, to commence intervention programs early at secondary school and prior to the students entering university, and for intervention programs to target all students in order to capture any students who may not be obviously at risk.

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Section: Implementation/recommendationssupporting

confidence: 81%

Improving Student Preparedness and Retention—Perceptions of Staff at Two Universities

Marr¹,

Nicoll²,

Treuer³

et al. 2013

HES

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show abstract

“…ARCS is a suitable model for designing strategies in analyzing motivation. Huett, Kalinowski, Moller & Huett [6] state that ARCS is a model for behaviour, cognitive, and affective which can show that the student's motivation is influenced through external conditions. This is in line with Winaya, Lasmawan, Dantes [7], ARCS can be used for the students to build their initial knowledge in constructing knowledge obtained by the students in understanding the concept of learning, so that ultimately can be used in solving the problems given by the teachers.…”

Section: Discussionmentioning

confidence: 99%

Learning Model of Attention, Relevance, Confidence, Satisfaction (ARCS) Supported by Video Tutorial to Improve the Students' Learning Motivation in Vocational High School

Wahyudi¹,

Joyoatmojo²,

Sawiji³

2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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This research is based on the low motivation of learners in Vocational High School. Students are not common to play an active role in learning so that it makes them feel bored. Therefore, the teacher tries to use ARCS supported with video tutorial as a learning medium in order to create an interesting and fun learning atmosphere. The purpose of this article is to find out whether using ARCS supported with video tutorial can improve the students' learning motivation of Vocational High School. The writing method of this article is a review of relevant research journal literature. Conventional learning model causes the students are unmotivated and lazy to learn. Thus, it needs new learning model that is ARCS supported with video tutorial. The ARCS syntax combines the students' liveliness with scientific approach and materials that are easy understanding and interesting, then it is supported with video tutorial that make the students' attention in learning increase. ARCS learning is supported with video tutorial will make the learning directed and arranged regularly and interesting for the students. In the context of learning, it requires motivation support to improve the students' learning outcomes. Through ARCS learning supported with video tutorial in Vocational High School, the students are able to be understand the relation between one contexts with others so that the students' learning outcomes have a positive change. Besides, it can also create the confidence of students and become aware of the ability of students.

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“…More specifically, the APA's messages were based on the design guidelines for the relevance and confidence components of the ARCS, which address perceptions of task relevance and self-efficacy. Several (non-agent) studies have reported significant effects of ARCS strategies on these motivational constructs (e.g., Feng and Tuan 2005;Huett et al 2008;Keller and Suzuki 2004;Loorbach et al 2007Loorbach et al , 2006Newby 1991;Song and Keller 2001). Specifically, the APA's messages were designed to inform students about task relevance by addressing goal orientation, motive matching and familiarity.…”

Section: Experimental Design and Research Questionsmentioning

confidence: 99%

Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment

Meij

Harmsen

2015

Education Tech Research Dev

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This study focuses on the design and testing of a motivational animated pedagogical agent (APA) in an inquiry learning environment on kinematics. The aim of including the APA was to enhance students' perceptions of task relevance and selfefficacy. Given the under-representation of girls in science classrooms, special attention was given to designing an APA that would appeal to the female students. A review of the literature suggested that the best design solution would be an agent who was female, young, attractive, and ''cool''. An experiment compared three conditions: agent (image and voice), voice (no image), and control (no image and no voice). The research question was whether students' motivation and knowledge changed over time as they worked in the inquiry learning environment, and whether condition and gender affected such changes. Participants were 61 third-year students (mean age 14.7 years) from a secondary school. Gender was distributed evenly within and across conditions. A significant main effect of time on self-efficacy was found, with self-efficacy beliefs increasing significantly for both boys and girls. In addition, there was a significant interaction between time, condition, and gender for self-efficacy. About halfway during training, girls' self-efficacy beliefs significantly increased in both experimental conditions and decreased in the control condition. For boys the opposite pattern was found. Girls also gave higher appraisals for the agent. Students in all three conditions realized significant knowledge gains, which did not differ by gender. The discussion critically considers the need for, and design of motivational scaffolding in inquiry learning environments.

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Improving the Motivation and Retention of Online Students Through the Use of ARCS-Based E-Mails

Cited by 87 publications

References 22 publications

Improving Student Preparedness and Retention—Perceptions of Staff at Two Universities

Improving Student Preparedness and Retention—Perceptions of Staff at Two Universities

Learning Model of Attention, Relevance, Confidence, Satisfaction (ARCS) Supported by Video Tutorial to Improve the Students' Learning Motivation in Vocational High School

Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment

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