Abstract

The purposes of this study were to investigate the use of the ARCS Model for the development of Motivationally Adaptive CAI and to examine the possible use of students' motivation as an indicator of their learning readiness.

Sixty-six students were randomly assigned to one of three levels of independent variable: Motivationally Adaptive Condition, Motivationally Enhanced Condition, and Control Condition.

Four dependent variables include achievement, motivation, continuing motivation, and efficiency. Learning achievement (effectiveness) was measured by a 13-item posttest on genetics. Motivation was measured through a simplified IMMS which was designed to measure each component (attention, relevance, confidence, and satisfaction) of motivation as well as overall motivation. Continuing motivation was measured by asking students to report whether they want to learn the same or similar contents in the future on a Likert scale with five anchors. Efficiency was obtained by the ratio of study time to performance on the posttest which was multiplied by 1,000.

The idea of Motivationally Adaptive CAI was empirically supported by the data for its effectiveness, overall motivation, and attention. Motivationally Adaptive Condition showed higher effectiveness, motivation, and attention than both Motivationally Enhanced and Control Condition.

For relevance, the Motivationally Adaptive Condition was higher than the Motivationally Enhanced Condition but not higher than the Control Condition. For confidence and satisfaction, the motivationally adaptive CAI was not higher than the other two conditions. For efficiency, the Motivationally Adaptive Condition and the Control Condition were higher than the Motivationally Enhanced Condition but only the efficiency of adaptive condition was identified as having practical importance. For continuing motivation, there was no significant difference among the three conditions but significant correlation was found between overall motivation and continuing motivation across the three conditions.

These findings and results were discussed in relation to existing literature and supporting ideas. It was concluded that adaptive provision of motivational strategies was found to be useful and that motivation to learn can be a reliable variable on which instruction can be prescribed through the adaptive use of ARCS model. Finally, limitations of this study were pointed out and recommendations for future studies were made.

Citation

Song, S.H. The effects of motivationally adaptive computer-assisted instruction developed through the ARCS model. Ph.D. thesis, The Florida State University. Retrieved August 5, 2024 from https://www.learntechlib.org/p/127834/.

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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Keywords

• Technology of Education