Effects of the ARCS-V-Based Motivational Strategies on Online Learners' Academic Performance, Motivation, Volition, and Course Interest

Autor/inn/en	Ucar, Hasan; Kumtepe, Alper Tolga
Titel	Effects of the ARCS-V-Based Motivational Strategies on Online Learners' Academic Performance, Motivation, Volition, and Course Interest
Quelle	In: Journal of Computer Assisted Learning, 36 (2020) 3, S.335-349 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ucar, Hasan) ORCID (Kumtepe, Alper Tolga)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12404
Schlagwörter	Motivation Techniques; Student Motivation; Online Courses; Electronic Learning; Academic Achievement; Individual Power; Student Interests; Undergraduate Students; Teaching Methods; Attention + Suchen Sie Ihr Suchwort? Motivationsförderung; Schulische Motivation; Online course; Online-Kurs; Schulleistung; Eigeninitiative; Studieninteresse; Teaching method; Lehrmethode; Unterrichtsmethode; Aufmerksamkeit
Abstract	This exploratory experimental study investigates the impact of motivational strategies based on the Attention, Relevance, Confidence, Satisfaction, and Volition (ARCS-V) model on online learners' academic performance, motivation, volition, and course interest. The research was conducted over an 11-week semester with 122 undergraduate online learners within two groups. One group received a traditional e-course, while the other group was offered the course with extra motivational strategies derived from the ARCS-V model. The results revealed that the group who used motivational strategies showed significantly higher gains in motivation, academic performance, and course interest scores. However, there were no significant differences between the groups regarding the volition. Furthermore, the motivation and interest variables were measured with Attention, Relevance, Confidence, and Satisfaction subscales of the ARCS-V model. In terms of interest variable, there was only a statistically significant difference on the Attention subscale. Regarding motivation variable, the results also showed a statistically significant difference on the attention, confidence, and satisfaction subsections of the ARCS-V model. The findings of the present study offer insights into ARCSV model-based research by examining the effects of the model as a valid and reliable framework for online learning environments. The implications and directions for future research are then discussed. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01