Learning Foreign Language through an Interactive Multimedia Program: An Experimental Study on the Effects of the Relevance Component of the ARCS Model

Abstract

This experimental study investigated effects of intrinsic motivation and embedded relevance enhancement within a computer-based interactive multimedia (CBIM) lesson for English as a foreign language (EFL) learners. Subjects, categorized as having a higher or lower level of intrinsic motivation, were randomly assigned to learn concepts related to criticism using a CBIM program featuring English language text, videos, and exercises either with or without enhanced relevance components. Two dependent variables, comprehension, as measured by a posttest, and perceptions of motivation, as measured by the Modified Instructional Material Motivation Survey (MIMMS), were assessed after students completed the CBIM program. Two-way ANOVA was used to analyze the collected data. The findings indicated that (a) the use of relevance enhancement strategies facilitated students' language learning regardless of learners' level of intrinsic motivation, (b) more highly intrinsically motivated students performed better regardless of the specific treatments they received, (c) the effects of the two variables were additive; intrinsically motivated students who learned from the program with embedded instructional strategies performed the best overall, and (d) there was no significant interaction between the two variables.

Immersive virtual reality as a teaching tool for neuroanatomy

“…This model characterizes 4 key aspects of motivation in education: attention, relevance, confidence, and satisfaction. The model has been well reported and validated in a number of studies . The IMMS was designed to measure reactions to self‐directed instructional materials; the survey itself has also been widely validated …”

Motivation in computer‐assisted instruction

“…Keller's ARCS model of motivational learning has been validated and supported by several studies in education. 7,[25][26][27][28] Keller also has developed a validated instrument to measure the four aspects of motivational learning in the ARCS model, which is called the Instructional Materials Motivation Survey (IMMS) (Appendix 1a). 21 The IMMS is a 36-item questionnaire that generates a total score and subscale scores for the four ARCS dimensions.…”

“…7 Chang and Lehman linked motivation to performance in a long distance learning class. 27 The ARCS model was used to incorporate motivational tools to this class's curriculum. For example, the quality of the quizzes was improved and interactive features were added.…”

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). …”