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

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™, is designed for learning MATLAB^® 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.