You are here:

Use of ARCS-V Motivational Design Model in Online Distance Education
PROCEEDING

, Bilecik Seyh Edebali University, Turkey ; , Anadolu University, Turkey

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

In this paper, the authors present their work-in-progress project about motivational design in online distance education. The motivational design model, ARCS-V (Attention, Relevance, Confidence, Satisfaction , and Volition) introduced by John M. Keller, provides the researchers with five motivational strategies that will increase learner motivation which are gaining learner attention, establishing the relevance of the instruction to the learner goal, building confidence with regard to realistic expectancies for outcomes, making the instruction satisfying by managing learners’ intrinsic and extrinsic outcomes, and using volitional strategies. In this project, the authors designed motivational ARCS-V tools and tactics based on the model and use emails, messages, videos, and discussion forum to provide the tools. The research design is a between group quasi-experimental pre and posttest design based on the objective nature of the research questions.

Citation

Ucar, H. & Kumtepe, A.T. (2016). Use of ARCS-V Motivational Design Model in Online Distance Education. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 55-60). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 19, 2019 from .

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Slides