Motivational Design for Learning and Performance: The ARCS Model Approach
By John M. Keller. 2009
1,300 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/9f6b0d24ed3198a16f6697dd4644c0baa76ab35f
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Citations in the corpus
- Effects of an emotion control treatment on academic emotions, motivation and achievement in an online mathematics course (2012, methodology): “The CIS was developed based on the theoretical framework of the ARCS (acronym of attention, relevance, confidence or satisfaction) motivation model (Keller 2009), and”
- MOTIVASI BELAJAR MAHASISWA PADA PEMBELAJARAN DARING SELAMA PANDEMIK COVID-19 (2020, unknown): “…yang menantang, terlibat aktif, menikmati proses kegiatan untuk belajar dan menunjukkan peningkatan hasil belajar, ketekunan dan kreativitas (Samir Abou El-Seoud et al., 2014), selain itu, merancang lingkungan belajar yang memotivasi siswa akan menarik perhatian peserta didik (Keller, 2010).”
- Academic Procrastinators and Their Self-Regulation (2012, background): “These findings certainly reflect an intention-action gap (van Hooft et al., 2005), poor inhibition (Baumeister & Vohs, 2004), or low volition (Keller, 2010).”
- Immersive virtual reality as a teaching tool for neuroanatomy (2017, background): “22,24 The IMMS consists of 36 statements—students are asked to indicate how true each statement is on a Likert-type scale.”
- Student Engagement: Current State of the Construct, Conceptual Refinement, and Future Research Directions (2021, background): “…to elicit affective engagement, teachers may present unusual, surprising or novel information or ideas to elicit interest, allow students to engage in authentic tasks (Marks, 2000), and incorporate hands-on or interactive elements in the learning activities (Keller, 2009; Reeve et al., 2015).”