Increasing the attention, relevance, confidence and satisfaction (ARCS) of students through interactive science learning multimedia

Abstract

The use of interactive multimedia has the potential to create a high-quality learning environment. The key elements of various media, user control over information delivery and interactivity can be used to improve the learning process by creating an integrated learning environment. This study aims to determine the increase in students’ attention, relevance, confidence and satisfaction (ARCS) before and after using interactive science learning multimedia. This study collected data from 30 students aged 12–13 years from a junior high school in Yogyakarta City, Indonesia. Data collection was done using learning motivation questionnaires. Data analysis techniques used paired sample t-test. The results of this study are that the learning motivation aspects of ARCS after using interactive science learning multimedia have increased significantly. However, the relevance aspect of students’ learning motivation did not increase significantly.

Towards the development of motivation through gamification

“…On the other hand, studies related to the ARCS motivational design such as those of Turel & Ozer Sanal (2018) determine that the use of a digital learning material based on Keller's model helps to improve academic performance and motivation level showing a significant difference in the experimental and control group of 1100.487, p<,01; on the other hand Khan et al (2019) showed the increase of students' learning motivation after using augmented reality mobile application also determined that attention, confidence and satisfaction increased based on the percentage differences while the relevance factor decreased, coinciding with the positive result of using ARCS motivational model, on the other hand Hsu (2020) showed in his quasi-experimental study that learning motivation through virtual reality improved by 7.30 in all aspects where it increased 0.25 in "Attention", 0.16 in "Relevance", 0.16 in "Confidence" and 0.34 in "Satisfaction". On the other hand Herianto & Wilujeng (2021) indicates that the use of interactive multimedia learning can significantly improve students' learning motivation, particularly attention which increased by 10.83%, confidence with an increase of 13.60%, and satisfaction with an increase of 9.54%; however, the relevance aspect of students' learning motivation did not increase significantly as it only increased by 1.45%.…”

“…▪ Confidence: This is linked to students' expectations of achievement and success that drive a continued desire to learn by feeling satisfied with the outcomes of a learning experience (Herianto & Wilujeng, 2021). Learners must understand and have the impression that they will achieve the purpose of a learning activity by understanding the sources of information, materials, and tools they use, which will build their confidence to achieve the development of evidence.…”

“…(Li & Keller, 2018) in this sense it is necessary to identify how to motivate in order to have resources, strategies, teaching materials and procedures being in this scenario the motivational design model ARCS who gives importance to attention, relevance, confidence and satisfaction (Keller, 1987) promoting the continuous desire to learn, a need that has increased due to the current situation. (Herianto & Wilujeng, 2021). This context poses challenges to teachers as it has caused them to play roles such as designing and managing information to carry out a learning activity, being the management of games a catalyst for learning.…”

“Let’s transform!”: A systematic literature review of science learning in COVID-19 pandemic era

“…Fun in learning, interest in learning time, social implications, scientific normality for science learning (Sulistioning et al, 2020), & outdoor learning (Skarstein & Ugelstad, 2020) Learning should not only be in classroom 8 Necessity of media literacy (Anwar et al, 2020) that is embodied in the form of science learning framework online (Opere, 2021), online community (Herodotou et al, 2022), flipped classroom (Shana & Alwaely, 2021), open educational resources (Gerard et al, 2022), use of multimedia (Herianto & Wilujeng, 2021), virtual reality understanding (Hite, 2022), virtual science learning (Telenius et al, 2020), using Edmodo (Ryane & El Faddouli, 2020), animated videos (Nurhayati et al, 2022), motion graphic animation videos (Hanif, 2020), mobile science learning (Chang et al, 2021;Jeno et al, 2020)., VR simulations (Pande et al, 2021) Science learning media must be technologically advanced 9 10 Urgency of cognitive assessment techniques (Darmawan et al, 2020), multiple self-regulated learning measures (Gandomkar et al, 2020), & performance assessment (Yakob et al, 2021).…”

A Study of the Effects of E-learning on the Learning Effectiveness of Students

“…The implementation of technology, especially interactive media, can result in an increase in students' satisfaction. In Herianto and Wilujeng's study, they examined the impact of interactive multi-media for science education on students' satisfaction, relevance, attentiveness, and confidence [26]. It is found that the use of interactive multi-media increases students' satisfaction for learning, with strong positive feedback on students' satisfaction.…”