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Arora, Amarpreet Singh
- Integrating the ARCS Model with Instruction for Enhanced Learning
Abstract Views :211 |
PDF Views:4
Authors
Affiliations
1 Marwadi Education Foundation Group of Institutions, Rajkot, Gujarat, IN
2 Environmental Science Engineering, Institute, Marwadi Education Foundation Group of Institutions, Rajkot, Gujarat, IN
1 Marwadi Education Foundation Group of Institutions, Rajkot, Gujarat, IN
2 Environmental Science Engineering, Institute, Marwadi Education Foundation Group of Institutions, Rajkot, Gujarat, IN
Source
Journal of Engineering Education Transformations, Vol 32, No 1 (2018), Pagination: 85-89Abstract
This paper provides an overview of Keller's ARCS Model of Motivational Design and explores two case studies of the faculty integrating the model into their teaching practices for improving student motivation during the classroom sessions. Case studies described how instruction in the traditional classroom can be structured in order to improve student motivation and attention span. Findings of the studies indicated ARCS as a valuable tool for improving student engagement for a particular topic taught or instruction delivered. It works well alongside principles and techniques of instructional design. This paper fills a gap in literature on practical applications of motivational design in regular instruction and suggests best practices for teaching and assessment using the ARCS Model for Motivational Design.Keywords
ARCS Model, Motivational Design, Case Study, Environmental Science Course, Chromatography.
References
- Astleitner, H. and HufnaglM. (2003) The effects of situation-outcome-expectancies and of arcsstrategies on self-regulated learning with weblectures, Journal of EducationalMultimedia and Hypermedia, 12 (4), 361-376.
- Aşıksoy, G. and Özdamlı, F. (2016) Flipped classroom adapted to the ARCS model of motivation and applied to a physics course, Eurasia Journal of, Science and Technology Education, 12 (6), 1589-1603.
- Chang, M.M. and Lehman J.D. (2002) Learning foreign language through an interactive multimedia program: An experimental study on the effects of the relevance component of the ARCSmodel,Calico Journal, 20 (1), 81-98.
- Chang, N. and Chen, H. (2015) A motivational analysis of the ARCS model for information literacy courses in a blended learning environment, International Journal of Libraries &Information Services, 65(2), 129–42.
- ChanLin L.J. (2009) Applying motivational analysis in a Web-based course, Innovations in Education & Teaching International, 46 (1), 91103.
- Feng, S.L. and Tuan H.L. (2005) Using ARCS model to promote 11th graders' motivation and achievement in learning about acids and bases, International Journal of Science and Mathematics Education, 3 (3), 463-484.
- Hess, A.N. (2015) Motivational design in information literacy instruction, Communications in Information Literacy, 9, 44–59.
- Keller, J. M. And Suzuki, K. (1987) Use of the ARCS motivation model in courseware design, In D.H. Jonassen (Ed.), Instructional designs for microcomputer courseware. Lawrence Erlbaum, Publisher.
- Keller, J. M. (2010) Motivation design for learning and performance: The ARCS model approach.NewYork,NY:Springer.
- Ocak, M.A. and Akçayır M. (2013) Do motivation tactics work in blended learning environments? The ARCS model approach, International Journal of Social Sciences and Education, 3 (4), 1058-1070.
- Pintrich, P.R. (2003) A motivational science perspective on the role of student motivation in learning and teaching contexts, Journal of EducationalPsychology, 95(4), 667-686.
- Wah, L. K. (2015) The Effects of Instruction using the ARCS Model and Geogebra on upper secondary studentsMotivation andAchievement in Learning Combined Transformation, Asia Pacific Journal of Educators and Education, 30, 141–158.
- Integrating the ARCS Model with Instruction for Enhanced Learning
Abstract Views :220 |
PDF Views:3
Authors
Affiliations
1 Marwadi Education Foundation Group of Institutions, Rajkot, Gujarat, IN
2 Environmental Science Engineering, Institute, Marwadi Education Foundation Group of Institutions, Rajkot, Gujarat, IN
1 Marwadi Education Foundation Group of Institutions, Rajkot, Gujarat, IN
2 Environmental Science Engineering, Institute, Marwadi Education Foundation Group of Institutions, Rajkot, Gujarat, IN
Source
Journal of Engineering Education Transformations, Vol 32, No 3 (2019), Pagination: 31-35Abstract
This paper provides an overview of Keller's ARCS Model of Motivational Design and explores two case studies of the faculty integrating the model into their teaching practices for improving student motivation during the classroom sessions. Case studies described how instruction in the traditional classroom can be structured in order to improve student motivation and attention span. Findings of the studies indicated ARCS as a valuable tool for improving student engagement for a particular topic taught or instruction delivered. It works well alongside principles and techniques of instructional design. This paper fills a gap in literature on practical applications of motivational design in regular instruction and suggests best practices for teaching and assessment using the ARCS Model for Motivational Design.Keywords
Arcs Model, Motivational Design, Case Study, Environmental Science Course , Chromatography.References
- Astleitner, H. and Hufnagl M. (2003) The effects of situation-outcome-expectancies and of arcsstrategies on self-regulated learning with weblectures, Journal of Educational Multimedia and Hypermedia, 12 (4), 361-376.
- Aşıksoy, G. and Özdamlı, F. (2016) Flipped classroom adapted to the ARCS model of motivation and applied to a physics course, Eurasia Journal of Mathematics, Science and Technology Education, 12 (6), 1589-1603.
- Chang, M.M. and Lehman J.D. (2002) Learning foreign language through an interactive multimedia program: An experimental study on the effects of the relevance component of the ARCS model, Calico Journal, 20 (1), 81-98.
- Chang, N. and Chen, H. (2015) A motivational analysis of the ARCS model for information literacy courses in a bl ended learning environment, International Journal of Libraries & Information Services, 65(2), 129–42.
- ChanLin L.J. (2009) Applying motivational analysis in a Web-based course, Innovations in Education & Teaching International, 46 (1), 91103.
- Feng, S.L. and Tuan H.L. (2005) Using ARCS model to promote 11th graders' motivation and achievement in learning about acids and bases, Int e rn a t io na l Jo urn a l of Sc i enc e an d Mathematics Education, 3 (3), 463-484.
- Hess, A.N. (2015) Motivational design in information literacy instruction, Communications in Information Literacy, 9, 44–59.
- Keller, J. M. And Suzuki, K. (1987) Use of the ARCS motivation model in courseware design, In D.H. Jonassen (Ed.), Instructional designs for microcomputer courseware. Lawrence Erlbaum, Publisher.
- Keller, J. M. (2010) Motivation design for learning and performance: The ARCS model approach. New York, NY: Springer.
- Ocak, M.A. and Akçayır M. (2013) Do motivation tactics work in blended learning environments? The ARCS model approach, International Journal of Social Sciences and Education, 3 (4), 1058-1070.
- Pintrich, P.R. (2003) A motivational science perspective on the role of student motivation in learning and teaching contexts, Journal of Educational Psychology, 95(4), 667-686.
- Wah, L. K. (2015) The Effects of Instruction using the ARCS Model and Geogebra on upper secondary students Motivation and Achievement in Learning Combined Transformation, Asia Pacific Journal of Educators and Education, 30, 141–158.
- Active Learning:An Instructional Technique for Improving Educational Practices
Abstract Views :204 |
PDF Views:3
Authors
Affiliations
1 Environmental Science Engineering, Institute, Marwadi Education Foundation Group of Institutions, Rajkot, Gujarat, IN
2 Marwadi Education Foundation Group of Institutions, Rajkot, Gujarat, IN
1 Environmental Science Engineering, Institute, Marwadi Education Foundation Group of Institutions, Rajkot, Gujarat, IN
2 Marwadi Education Foundation Group of Institutions, Rajkot, Gujarat, IN
Source
Journal of Engineering Education Transformations, Vol 32, No 3 (2019), Pagination: 36-39Abstract
Collaborative and Active-learning techniques are known to many faculties but they are reluctant to use them in their classes. One of the foremost reasons for not implementing the instructional techniques is their perception about it that it takes too much time and the course remains uncovered. The instructor cannot cover as much material in the course incorporating active learning techniques. Secondly, an instructor requires a lot of time preparing lectures with active learning techniques. A growing body of evidence suggests that students learn more information when they are asked to engage it actively (Springer, 1998). Some case studies have been presented in support of the active and collaborative learning techniques which the millennial learners prefer and that proved that students learning will be life-long when engaged in learning material. Collaborative and active learning techniques along with lecture were used in two courses to prepare the students for the workplace.Keywords
Active Learning, Course Uncovered, Lifelong Learning, Millennial Learners.References
- Albanese, M.A., and MITCHELL S. (1993), “Problem-Based Learning: A Review literature on its Outcomes and Implementation Issues,” Academic Medicine, Vol.68, pp.52-81.
- Prince M. (2004). “Does Active learning work? A Review of the Research. J. Engr. Education, 93 (3) 2004, 223-231
- Springer, L., Stanne, M. E., & Donovan, S. S. (1998). Effects of small-group learning on undergraduates in science, mathematics, engineering and technology. Madison, WI: National Institute for Science Education.
- Slavin, R. W. (1996). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21, 43-69
- Johnston, S., & Cooper, J. (1997). Quick thinks: Active-learning tasks in lecture classes and televised instruction. Cooperative Learning and College Teaching, 8 (1), 3-5
- Faust, J. L., & Paulson, D. R. (1998). Active learning in the college classroom. Journal on Excellence in College Teaching, 9 (2), 3-24.
- https://www.cte.cornell.edu/teachingideas/engaging-students/collaborative-learning.html