Research Article
Towards Applying ARCS Model for a Blended Teaching Methodologies: A Quantitative Research on Students’ Motivation Amid the COVID-19
@INPROCEEDINGS{10.1007/978-3-030-78448-5_14, author={Usman Durrani and Muhammad Mustafa Kamal}, title={Towards Applying ARCS Model for a Blended Teaching Methodologies: A Quantitative Research on Students’ Motivation Amid the COVID-19}, proceedings={Design, Learning, and Innovation. 5th EAI International Conference, DLI 2020, Virtual Event, December 10-11, 2020, Proceedings}, proceedings_a={DLI}, year={2021}, month={6}, keywords={Gamification Flipped classroom Blended learning ARCS model COVID-19 Online education Digital education Higher education}, doi={10.1007/978-3-030-78448-5_14} }- Usman Durrani
Muhammad Mustafa Kamal
Year: 2021
Towards Applying ARCS Model for a Blended Teaching Methodologies: A Quantitative Research on Students’ Motivation Amid the COVID-19
DLI
Springer
DOI: 10.1007/978-3-030-78448-5_14
Abstract
A well-reputed course prepared according to sound instructional design principles and successfully delivered multiple times in a traditional face-to-face classroom mode failed to stimulate students’ motivation to learn in an online delivery mode amidst the COVID-19 outbreak. Therefore, a motivational framework developed according to the processes outlined in the ARCS model, implemented, and tested using a single-case study. A cohort of seventy-five undergraduate students aged between 24 to 29 years from different program majors enrolled in a six-week mandatory IT in Business course participated in this research. A blend of a traditional flipped classroom and gamified teaching methodologies were applied in alignment with the ARCS model’s four motivational factors: attention, relevance, confidence, and satisfaction, associated process, and strategies. Before, during, and after treatment surveys based on the original Instructional Material Motivation Survey (IMMS) with 36 questions were conducted to determine the effectiveness of blended teaching methodologies on students’ motivation. As a result, the teaching resources of the selected course were systematically aligned as required. We found that the blended teaching methodologies based on the ARCS model, process, and strategies have enhanced and/or sustained students’ motivation and kept the subject interesting in an online environment, and ultimately improved their learning.
