Learning motivation evaluation for a computer-based instructional tutorial using ARCS model of motivational design

Abstract

This pilot study demonstrates the feasibility of utilizing instructional theories, specifically on learning motivation, to evaluate a computer-based tutorial for the purpose of proposing effective instructional interventions. Keller's ARCS model of motivational design provides the conceptual framework to address motivational issues while developing instruction. The ARCS model has four dimensions: attention, relevance, confidence, and satisfaction. Keller's instructional material motivation survey measures student motivation along the ARCS dimensions and was modified for this study to evaluate students' motivation while using a computer-based tutorial. This study was conducted in an engineering problem-solving and computer tools course for first-year students. The studied computer-based instructional tutorial, M-Tutor/spl trade/, is designed for learning MATLAB/sup /spl reg// syntactical structures. A pre-post evaluation research design was employed. A coding system was developed to categorize qualitative responses into corresponding instructional components. Qualitative and quantitative data were triangulated for instructional intervention development.