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5 current events on students learning online 

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5 current events on students learning online 

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1.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.874181/full

This article covers how effective e-learning is on students. It uses different approaches to fix the problems that are associated with online learning.  The results of this artical were that e-learning system affects a student learning outcome significantly.

2. https://positivepsychology.com/how-to-motivate-students/

This article explains how teachers can motivate students in the class room, and how to encourage them to ask questions. This article will help provide facts on these different topics should we need them. This article also provides 9 different ways that a teacher can help students out by motivating them.

3. https://tll.mit.edu/creating-learning-environments-to-support-student-motivation-post-pandemic/

This article covers the theories of motivation. This could be useful when trying to compare one to assist our topic later on.

4.  https://www.gse.harvard.edu/news/ed/21/05/happy-students-are-motivated-students

This article helps provide insight into how emotion affects a student's ability to learn. This particular article goes over some suggestions on how to do small things that affect the student's emotions, which in turn will help them learn better.

5.  https://researchmap.digitalpromise.org/topics/student-motivation/

This artical covers the different types of motivation and learning mindsets. It also outlines how students do better learning how to master the material instead of doing performance-based goals.

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University of Oum El Bouaghi, Oum El Bouaghi, Algeria

University of Bisha, Bisha, Saudi Arabia

Department of Management Administration, Faculty of Economics, University of White Nile University, Kosti, Sudan

e-Learning is a key strategy in the course of higher education to improve the results of the educational process and stimulate student motivation. The COVID-19 pandemic imposed on Algerian universities to adopt e-Learning systems to search for effectiveness and efficiency of academic approaches. This paper seeks to remedy these problems by analyzing the impact of e-Learning systems on student motivation and outcomes. A mixed-method approach was used in the data analysis. We conducted the study as a survey, with data being gathered via questionnaires distributed to 398 students. The questionnaire includes open questions that were qualitatively analyzed using content analysis with Nvivo, besides Likert scale questions were quantitatively analyzed and modeled using Structural equation modeling (SEM) with Amos to accomplish the path analysis of the research model. The results of the study showed that student motivation (Attention, Relevance, Confidence, and Satisfaction) and student outcomes (knowledge, skills, and attitudes) are significantly affected by e-Learning systems (Technical and electronic requirements, personal requirements, perceived value, and credibility of e-Learning). The key findings are discussed, and they provide recommendations for future research.

Introduction

e-Learning has become an inevitable strategy for higher education institutions, especially with the emergence of the COVID-19 pandemic, which was imposed different configurations of learning and teaching processes toward focusing more on: blended learning, distance learning, online learning, and smart learning, e.g., Adnan and Anwar (2020), Claps et al. (2020), Çubukçu and Akturk (2020), and Fadillah et al. (2020).

Al-Okaily et al. (2020) extracted the positive effects of e-Learning on student intention to use e-Learning systems during the COVID-19 pandemic. Radha et al. (2020) reflect in their study on the impact of e-Learning, student interest in using e-Learning resources, and their performance, where e-Learning is subject to challenges to achieve its goals ( Almaiah et al., 2020). Also, focus on the Critical Success Factors in this pandemic, especially from the managerial perspective ( Alqahtani and Rajkhan, 2020).

However, this method of analysis has several limitations; the most important is not determining the potential effects of e-Learning on qualitative variables, especially when we discuss students' motivation and outcomes ( Heller and Sottile, 1996; Saeed and Zyngier, 2012).

Then, this major problem includes two sub-problems: The first is to measure the effects of e-Learning on stimulating students' motivation, like the following previous studies ( Barolli et al., 2006; Lanzilotti et al., 2009; Harandi, 2015; Fryer and Bovee, 2016; Govorov et al., 2016; Yilmaz et al., 2017). The second is to determine the effects of e-Learning in enhancing student outcomes, approximating the following prior studies ( Islam, 2011; Saba, 2012; Koraneekij and Khlaisang, 2015; Logan et al., 2021).

Theoretical Background

Many high education institutions have attempted to encourage e-Learning in response to the requirement of educational continuity in light of COVID-19. This raised a question about the feasibility and effectiveness of this process under this circumstance, particularly for universities unfamiliar with this learning style.

Furthermore, the usage of e-Learning enables educators to improve the quality of education by using quick replenishing global educational resources. Also, by increasing the amount of autonomous work required of students while studying the content ( Sandybayev, 2020).

The information and communication technology advancements have permitted new learning ways:

- Technical and electronic requirements: The technology requirements of e-Learning investigate concerns of technology infrastructure in the e-Learning environment, infrastructure planning, hardware, and software ( Pislae-Ngam et al., 2018).

- Personal requirements: Implementing e-Learning into a traditional university's teaching design is a lengthy and challenging process requiring a systematic approach ( Sandybayev, 2020). However, due to the Corona epidemic and the circumstances surrounding the forced shutdown, many universities were obliged to transition into e-Learning, to their lack of preparation. Tan (2020) stated that, although the teaching faculty successfully transitioned from traditional teaching techniques to online learning, the consequences were unclear; the majority of the teaching staff were unprepared for online instruction and were compelled to adjust to the transition as a result of the crisis. The personal dimension relates to the extent of training or willingness to use information technology, especially for students. Student perceptions of e-Learning activities via computer use are referred to as "learner attitudes." For instance, when students are not intimidated by the complexity of using computers, will result in more contented and productive learners.

- The perceived value of e-Learning: The term "perceived value" in the e-Learning context refers to students' overall appraisal of the usefulness of learning based on their views of what they receive and what they provide in return ( Faqih, 2016). His study also conducted that perceived value elements positively influence students' intention to adopt and use e-Learning technologies.

This study aims to provide a conceptual theoretical framework based on previous studies and its adoption as a model to be tested in Algerian universities, this model includes three variables: e-Learning, student motivation, and student outcomes.

e-Learning and Student Motivation

Motivation is a vital aspect of any educational process, especially as it relates to e-Learning. There is no single definition of motivation. Espinar Redondo and Ortega Martín (2015) stated that the existence of such a wide range of concepts demonstrates the difficulty in describing motivation. So, motivation can be defined as what inspires students to dedicate time to a certain task freely. Also, as their attitudes and feelings about the activity, as well as how long they remain committed to the task ( Filgona et al., 2020).

The first step in this model is to maintain learners' curiosity and interest (Attention), the second is to convince the learner that his or her experience is personally meaningful (Relevance), the third step is to convince the learners that they can understand the material and accomplish an activity or a task (Confidence), and the last step is to be sure that learners feel good about what they did or how it worked out (Satisfaction; Keller, 2010). The increasing number of research shows the positive effects of using an effective e-Learning process and student motivation and participation ( Herath et al., 2021).

H1: There is a direct and significant impact of e-Learning on student motivation in Algerian universities

e-Learning and Student Outcomes

H2: There is a direct and significant impact of e-Learning systems on student outcomes in Algerian universities

Student Motivation and Student Outcomes

H3: There is a direct and significant impact of student motivation on student outcomes in Algerian universities

e-Learning, Student Motivation, and Outcomes

As discussed above, e-Learning has a significant influence on student outcomes. However, this interaction cannot take place unless there is a motivating factor involved. Learner motivation has long been a focus for researchers and educators since it is linked directly to student progress and the expected outcome ( Esra and Sevilen, 2021). Numerous studies have demonstrated that increasing student motivation to learn improves their academic performance and outcomes. Therefore, the relationship between e-Learning and student outcomes is mediated by motivation.

H4: the relationship between e-Learning and student outcomes is partially mediated by motivation in Algerian universities

Research Framework

The research framework is shown in Figure 1.

Materials and Methods

To verify the validity of the theoretical framework that links e-Learning systems, Student motivation and student outcomes, we carried out a mixed approach, also known as mixed models, mixed methods and pragmatism ( Creswell and Creswell, 2005; Cohen et al., 2017). A combination of analysis advantages of quantitative and qualitative was attained in this approach.

Quantitative Data and Sample Selection

This study has been conducted to identify the impact of e-Learning Systems on Student Motivation and Outcomes in Algerian universities. The study was conducted in the form of a survey, with data being gathered via a structured questionnaire distributed among the students at all levels. The initial sample consisted of 400 students, 398 questionnaires were collected with an estimated response of 99.5%, which is very acceptable, according to Sekaran and Bougie (2019). A snowball sample (non-probability sample) related to network sampling was chosen because of the expected difficulty of obtaining the lists of all Algerian students ( Handcock and Gile, 2011).

The questionnaire contained constructs to be measured for quantitative analysis. Construct measurements items were expressed according to a five-point Likert scale that was defined as follows: 1 = strongly disagree, 2 = disagree, 3 = medium agree, 4 = agree, and 5 = strongly agree. The questionnaire included three major constructs in addition to demographic data: e-Learning systems which have three dimensions (Technical and electronic requirements, personal requirements, perceived value of e-Learning, or credibility of e-Learning), Student motivation contains four dimensions [Attention, Relevance, Confidence, and Satisfaction, the ARCS model developed by Keller (1987)], student outcomes which contains three dimensions (Knowledge, Skills, and Attitudes).

Reliability and validity were calculated using Cronbach's alpha and Guttman split-half, it was performed via SPSS software (version 25). Table 1 shows the validity and reliability coefficient of the questionnaire constructs.

Qualitative Data

The study uses qualitative analysis to gain insights into e-Learning systems, student motivation, and outcomes. Qualitative data were collected from three open-ended questions asked in the questionnaire, first related to e-Learning systems (Are you in accord with the policy of the Algerian Universities for e-Learning? If yes state the reasons, if no mention the reasons also), second about student motivation (Are there clear reasons that motivate or demotivate you to learn, succeed, and achieve your university goals? Is e-Learning considered one of these reasons?). Third about student outcomes (If you want one of the students who achieved satisfactory or unsatisfactory results, please state the reasons? Is e-Learning considered one of these reasons?).

Methods and Analysis Approaches

Quantitative Methods

A significant divergence from normality, according to West et al. (1995), is defined as an absolute skewness value >2, and an absolute kurtosis (proper) value >7. Table 2 shows that all of the research variables' absolute values are less than 2, for skewness and less than 7 for kurtosis, indicating that the data follow a normal distribution.

Qualitative Methods

NVivo is a software program that can be used to save, manage, and analyze qualitative data and open-ended questions ( Edwards-Jones, 2014). Visualization techniques (thematic analysis, cluster analysis, and cognitive mapping were used to link three variables: e-Learning systems, student motivation, and student outcomes, to confirm the study model qualitatively and test the degree of its agreement) and thought experiments can also help to clarify what might be useful questions ( Jackson and Bazeley, 2019).

Results of Study

To ensure hypothesis testing and study model the results of the quantitative and qualitative studies are given and compared in this section.

Descriptive Statistics

The table below illustrates the summary descriptive statistics for the study sample.

Table 3 presents a summary of the study sample's demographic factors, where it appears that most of the respondents are female (247 with a percentage of 62.1), with an age from 21 to 30 (248 with a percentage of 62.3), and most of them are Ph.D. students (246 with a percentage of 61.8). This explains the nature of the sample and the respondents who answered the questionnaire. Diment and Garrett-Jones (2007) confirm that demographic characteristics affect the answers and study variables, whose statistics are presented in Table 4.

The majority of respondents were inclined to "medium agree" for e-Learning systems (mean = 2.7261) and student outcomes (mean = 2.8162), but "disagree" for student motivation (mean = 2.7261), with a weak dispersion of the three variables based on the SD. This is explained by Algerian universities' recent embrace of e-Learning systems in response to the COVID-19 pandemic, as well as their lack of emphasis on interactive e-Learning, which boosts student motivation and enhances student outcomes ( Abdelouafi, 2020; Zina, 2021).

Correlation Results

The correlation matrix between study variables and constructs is shown in the table below.

SEM Results

Thom (1983) indicates that path analysis is a powerful tool for conceptualizing research and connecting theory to the "real world." Therefore, this technique was used in our study to find direct and indirect links between variables to test the study's hypotheses and model in the reality of Algerian universities. The structural model's outputs are shown in the figure below.

According to Browne and Cudeck (1992), the fit indices of the path model are attained; therefore, the relative chi-square value is less than 5 (3.964), indicating that the suggested model in the study is consistent with the real data. The values of the normed-fit index (0.935), comparative fit index (0.950), and Tucker Lewis index (0.932) are all very close to one, indicating that the study hypothetical model is far from zero (which assumes no relationship between the study variables), as well as a value of RMSEA is 0.086, clearly showing a match between the hypothetical model and the real data. This all leads us to accept the Research framework ( Figure 1), as well as the hypotheses which are listed in the table below.

The findings of the entire latent construct are presented in Table 6. The first step is to determine whether our study hypothesis is valid or not. Value of p is regarded as significant if it is less than 0.05. The data, in particular, point to rejecting the null hypotheses and accepting the alternative hypotheses (H 2a, H 2b, H 3a, H 3b, H 3c, and H ₄), on the other hand, the null hypotheses are accepted and the following alternative hypotheses are rejected (H 1a, H 1b, H 1c, and H 2c). In this situation, six of the 10 study hypotheses are significant with the acceptance of the study model by looking at the goodness of fit in Figure 2.

In terms of direct effects, personal requirements and the perceived value of e-Learning have a significant impact on student motivation and outcomes, and student motivation has a considerable impact on student outcomes. In terms of indirect effects, the perceived value of e-Learning has a significant impact on enhancing student outcomes through student motivation. On the contrary, we find that technical and electronic requirements have no significant effect on student motivation and outcomes for direct effects and that technical and electronic requirement. In addition, personal requirements have no significant effect on improving student outcomes through student motivation for indirect effects.

Qualitative Results

According to Braun and Clarke (2006) thematic analysis is a method for describing qualitative data, but it also incorporates interpretation in the processes of selecting codes and creating themes and respondents' evaluations of Algerian universities' e-Learning experience through NVivo12 outputs:

Figure 3 provides an overview of respondents' attitudes regarding e-Learning systems, student motivation, and outcomes in Algerian universities. According to the open-ended questions, there are two trends. Firstly, the positive view; which constituted 52% of the respondents in e-Learning who agree with the policy of the Algerian Universities for e-Learning, and it also constituted 66.33% for the student's motivation, and the belief that e-Learning is one of the reasons for improving students motivation, and 48.40% for the student's outcomes among the respondents who supposed that e-Learning was a reason to enhance their outcomes. Secondly, the negative view in which the respondents believe the opposite and prefer in-person learning, which constituted 48% for e-Learning systems, 33.77% for the student motivation, and 51.60% for student outcomes. This is explicated by two features: the importance of e-Learning systems in Algerian universities, and the emphasis on blended learning in improving students' motivation and results.

Eden, Jones, and Sims define cognitive mapping as a modeling technique that aims to show ideas, beliefs, values, and attitudes. Their relationships with one another are in a form that is amenable to study and analysis ( Northcott, 1996). According to this approach, Figure 4 shows the relationship between the study variables based on the cluster analysis results:

Figure 4 shows that respondents believe there is a clear relationship between e-Learning systems and enhancing student motivation and outcomes. The coefficients of correlation indicated in the table below can be used to estimate this relationship.

Table 7 shows that there is a strong relationship between e-Learning systems and student motivation in the pop-up, with a correlation coefficient of 0.984872, followed by a strong relationship between e-Learning systems and student outcomes in the second degree, with a correlation coefficient of 0.885074, and a strong relationship between the student's motivation and outcomes in the third degree, with a correlation coefficient of 0.984872, followed by the relationships between other variables that appear with weak to moderate correlation coefficients. This is explained by several aspects: first, there is a strong relationship between the three study variables; second, there is a relationship between the variables and their inverse (for example, talking about motivation leads the interviewer to discuss demotivating); and third, there is a very weak relationship between e-Learning systems and failure to enhance students motivation and outcomes.

Discussion and Implications

This paper is a modest contribution to the ongoing discussions about the impact of e-Learning systems (technical and electronic requirements, personal requirements, and perceived value of e-Learning) in enhancing student motivation (attention, relevance, confidence, and satisfaction) and student outcomes (knowledge, skills, and attitudes) in Algerian universities. The author's attention was focused on three major problems, the first of which is the impact of e-Learning systems on student motivation, the second is the impact of e-Learning systems on student outcomes, and the third is the impact of the student's motivation on their outcomes, using the mixed method, quantitative approach, or path analysis of the data of 398 questionnaires distributed to Algerian university students with Amos, also qualitative analysis of open-ended questions in this survey using NVivo.

The originality of our method arises from the fact that we linked three key elements in Algerian higher education: e-Learning systems, student motivation, and student outcomes, where the relationship between these variables was measured using the mixed method (quantitative and qualitative approaches). The quantitative findings revealed that personal requirements and the perceived value of e-Learning have a significant effect on students' motivation and outcomes. In addition, to a significant effect on the student's motivation for their outcomes. On the other hand, there is an indirect significant effect of the perceived value of e-Learning on student outcomes through student motivation. The qualitative findings validated the usefulness of e-Learning systems in motivating the students and increasing their outcomes, especially when used in conjunction with an in-person learning system.

All of these investigations back up the conclusion of our research paper, but it is not a widely accepted view. On the one hand, we may discover that the presence of learning affects the student's motivation; Francis et al. (2019) found that while e-Learning and face-to-face students may differ in academic outcomes, they do not differ in motivation or student characteristics. On the other hand, we find that e-Learning does not stimulate student motivation in some environments and for some students, as confirmed by Esra and Sevilen (2021) who found that students believe e-Learning hurts their motivation due to a lack of social connection, a mismatch between expectations and material, organizational issues, and the organization of the learning environment.

Other investigations support the findings of our study on a qualitative level concerning the impact of e-Learning on student outcomes. Blackmon and Major (2012) explored that some students were satisfied with their online courses and enrolling in an online program related to their jobs was very beneficial for academic outcomes. The thematic analysis used by ... that the access and use of technological resources in classrooms, implementing the e-Learning methodology the COVID-19 lockdown affect the academic performance and student outcomes.

The issue of the consistency of the impact of e-Learning on student outcomes persists. The e-Learning methodology may affect student outcomes if it is used as a pillar of attendance learning. Or what is known as blended learning? This was confirmed by Kintu et al. (2017) who showed that blended learning design features (technology quality, online tools, and face-to-face support) and student characteristics predicted student outcomes. In addition, e-Learning may not affect the results of some students who are not skilled in using them or who do not have the requirements, including an internet connection. This is what was confirmed by Agbejule et al. (2021), who showed that there are several barriers to the success of e-Learning, the most important of which are instructional concerns, lack of social connection, type of educational program, and geographical area.

Finally, multiple investigations have supported the conclusions of our research work about the effect of student motivation on student outcomes. In this regard, this study backs up the literature's claim that there is a link between motivation and student outcomes ( McKenzie and Schweitzer, 2001; Sankaran and Bui, 2001; Fini and Yousefzadeh, 2011; Richardson et al., 2012; Azizoğlu et al., 2015). Numerous studies have demonstrated this relationship using quantitative and qualitative approaches, for quantitative methods, Goodman et al. (2011) established that there is a high association between intrinsic motivation, extrinsic motivation, and academic performance and outcomes using Pearson correlation coefficients for empirical results from 254 commerce faculty students the University of the Western Cape ( Ferreira et al., 2011). Also proved that intrinsic motivation positively and significantly influences perceived learning in the course using the structural equation model.

Similarly, Nur'Aini et al. (2020) demonstrated that the learning motivation of students significantly positive impact their learning outcomes using simple linear regression to analyze the data of a sample of 1,125 students.

For qualitative methods, in their qualitative study, Saeed and Zyngier (2012) arrived at several conclusions, the most notable of which is that extrinsic motivation worked to foster ritual engagement in students, but intrinsic motivation aided true student involvement in learning. Students with both levels of motivation engaged in their learning in a variety of ways.

The results in this study depend on at least four limitations. First, the study did not evaluate the alterations of the relationship between e-Learning systems, student motivation and outcomes, from one university to another, from the academic environment to another, and from students to others. Also, the variances arising from the differences in the professors' viewpoints may need a meta-study that collects the results of several studies in different environments. Second, one question still unanswered is whether student motivation and outcomes are more influenced by e-Learning than face-to-face learning or vice versa, or by blended learning, this may need another empirical study. Third, the most important limitation lies in the fact that e-Learning is imposed and inevitable during COVID-19, so the degree of its obligation may affect the outcomes and student motivation, either positively or negatively, this needs to compare to the results before and after the pandemic. Finally, to measure the relationship between the study variables, we may need data from a larger sample, and we may need to use other statistical methods. Especially, the analysis of variance. These limitations are considered future research trends.

Conclusion

The main objective of this research was to look into the effects of e-Learning systems on motivating Algerian university students and improving their educational outcomes during COVID-19. It focused on the relationship between three key variables: e-Learning systems (technical and electronic requirements, personal requirements, and perceived value of e-Learning), student motivation (attention, relevance, confidence, and satisfaction), and student entrepreneurship (knowledge, skills, and attitudes). The researchers accomplished this objective by analyzing the data from 398 questionnaires issued to Algerian university students to provide a set of quantitative and qualitative outcomes.

Summing up the quantitative results, it can be concluded according to the correlation matrix that there is a positive significant correlation between e-Learning systems and student motivation, and there is a positive significant relationship between student motivation and student outcomes. According to the SEM results or path analysis model, personal requirements and the perceived value of e-Learning have a significant effect on student motivation and outcomes. Also, student motivation has an indirect significant effect on the perceived value of e-Learning on student outcomes.

The qualitative results obtained show that student positive attitudes regarding e-Learning systems are more than negative ones, and this positively affects student motivation and outcomes according to the thematic analysis. Using cognitive mapping, researchers also demonstrated the strong relationship between e-Learning systems, student motivation and student outcomes, and substantially e-Learning systems affecting student motivation and increasing their outcomes, especially when used in conjunction with an in-person learning system.

The studied model is considered very important in Algerian universities, especially in light of their transition to e-Learning during COVID-19, where university administrators, leaders, and policymakers in the Ministry of Higher Education and Scientific Research can benefit from the study findings on several levels, including determining the credibility of e-Learning in terms of motivating students and improving their outcomes. Second, looking for successful e-Learning curricula that raise student motivation to study, and third, looking for ways to improve student motivation before looking for ways to improve their achievements. Professors and students might consider this when looking for ways to improve student results.

Based on the promising findings presented in this paper, work on the remaining issues is continuing and will be presented in future papers. The next stage of our research will be the study of the relationships between e-Learning systems, students motivation, and student outcomes: a meta-analysis. Several other questions remain to be addressed, the differences between the effects of e-Learning and face-to-face learning on student motivation and outcomes, and the effects of blended learning on student motivation and outcomes. More experiments will be needed to verify the impact of COVID-19 obligations on the teaching and learning process and student outcomes.

Data Availability Statement

The original contributions presented in the study are included in the article/supplementary material; further inquiries can be directed to the corresponding author.

Author Contributions

Study design, data collection and analysis, and manuscript editing and writing were all conducted by FY, RA, KC, and SB. All authors contributed to the article and approved the submitted version.

Funding

The study is funded by the General Directorate of Scientific Research and Technological Development, Ministry of Higher Education and Scientific Research, Algeria.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher's Note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Acknowledgments

The authors would like to thank the reviewers and the editor for their insightful comments and suggestions.

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# data[].attributes.attachment_link.title
The Impact of e-Learning Systems on Motivating Students and Enhancing Their Outcomes During COVID-19: A Mixed-Method Approach

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e-Learning is a key strategy in the course of higher education to improve the results of the educational process and stimulate student motivation. The COVID-19 pandemic imposed on Algerian universities to adopt e-Learning systems to search for effectiveness and efficiency of academic approaches.

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1. https://cee.ucdavis.edu/jitt/student-motivation

Explains the 3 different types of motivation such as intrinsic & extrinsic motivation, and self-determination theory. As well as discussing ways to motivate students in the classroom. This article also explains more personal and physical ways that teachers can encourage students to learn more efficiently.

2. https://www.readingrockets.org/article/motivation-key-academic-success.

In this article, it covers the factors that interfere with students learning motivation.
This article also outlines ways that parents can help teachers and students out.

3. https://www.edutopia.org/article/to-increase-student-engagement-focus-on-motivation/

This article explains how in-depth this problem really is by backing it up with a study. Student engagement and motivation just in general and motivation in the classroom are covered in this article. This article also breaks down what types of classrooms teachers might have based on the way they teach in terms of control and structure.

4. https://cft.vanderbilt.edu/guides-sub-pages/motivating-students/

This article provided by the Vanderbilt university center for teaching discusses models used for judging motivation in students. This article offers practical solutions to help solve these attention problems.

5. https://researchmap.digitalpromise.org/topics/student-motivation/

This article includes a nice section on educator feedback and jump-starting self-regulated learning. This article also highlights culturally responsive practices that teachers can do as well.

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WHAT IS IT?

Motivation is perhaps the most critical non-academic factor to positively affect student performance on coursework. Increased motivation has been linked to increased academic achievement, success in handling stressful situations, and better study skills (Ambrose et al., 2010; Struthers, Perry, & Menic, 2000; Mayhew et al., 2016; Robbins et al., 2004).

of UCD students report that they often (or very often) found courses so interesting that they did more work than was required.

of UCD students report that that they often (or very often) had a class where the professor knew their name.

of UCD students report that when deciding their majors, intellectual curiosity was very important (UCUES, 2018).

CLICK FOR HANDOUT

# data[].attributes.attachment_link.description
WHAT IS IT? Motivation is perhaps the most critical non-academic factor to positively affect student performance on coursework. Increased motivation has been linked to increased academic achievement, success in handling stressful situations, and better study skills (Ambrose et al., 2010; Struthers, Perry, & Menic, 2000; Mayhew et al., 2016; Robbins et al., 2004).

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5 Current Events on motivating students to learn online. 

# data[].attributes.subject
5 Current Events on motivating students to learn online. 

# data[].attributes.body
https://serc.carleton.edu/NAGTWorkshops/online/motivation.html

- Outlines how online learners, learn in a different way. This article also explains how to teach them according to that nature.

https://www.emerald.com/insight/content/doi/10.1108/QAE-02-2022-0051/full/html

- A study that compares face-to-face and online learning and proves which is better backed up by scientific facts. The study found that there are 5 motivational factors that affected the study. They also explained what happened when they put these motivational factors to the test through the use of "social interaction, campus life experiences, and technological learning."

https://tll.mit.edu/creating-learning-environments-to-support-student-motivation-post-pandemic/

- outlines the different theories related to learning and motivation. This article also reviews the shifts that students went through when online learning was more of a priority.

https://www.frontiersin.org/articles/10.3389/fpsyg.2022.874181/full

This article talks about the positive aspects of online learning and the effect that it has on students. They also study online learning's contribution by stimulating Algerian students' motivation.

https://positivepsychology.com/how-to-motivate-students/

This article's purpose is to explain the different ways that teachers can motivate students, how motivation works, as well as how to motivate students online. This article also covers ways to encourage students to be more open in times of uncertainty.

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by Selby Cull, Washington University in St. Louis
Don Reed, Dept. of Geology, San Jose State University
Karin Kirk, Science Education Resource Center
authored as part of the 2010 workshop, Teaching Geoscience Online - A Workshop for Digital Faculty
Jump down to: The Nature of Online Learners | Pedagogic Design | Instructor Behavior | References and Resources

The challenge of keeping our students engaged and motivated is common across grade levels, subject matter, and all types of institutions and courses. Online courses, however, present a special concern. With students and faculty in contact only via the internet several new challenges arise.

Without face-to-face contact, faculty are not able to pick up nonverbal cues from students that can indicate they are disengaged, frustrated or unenthusiastic.

Faculty also cannot share their emotions easily and may find it harder to express enthusiasm, encouragement or concern.

The anonymous feeling of the online environment can make it easier for students to withdraw, participate minimally, or completely disappear from the course.

Students may enroll in online courses because they feel they will be easier and require less of their time. So before the course even begins, these students may be prone to disengagement.

On the other hand, there are several advantages to the online environment that make it easier to engage students.

The self-paced nature of online courses allows students to fit the work time into their schedule. Those who prefer to login to the course at midnight are free to do so!

Extrinsically motivated students can be engaged with quizzes and interactive features that offer instant feedback

The web offers tremendous possibilities for flexibility, interactivity and creativity. It is possible to create many types of engaging experiences.

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Background: The Nature of Online Learners

Online learners are a varied group, but there are commonalities that can assist instructors in developing effective strategies in course design and pedagogical approach. In particular, these students desire a flexible schedule to achieve their educational goals through self-paced learning while juggling the other demands on their time.

The requirements of self-paced learning - self discipline, effective time management, writing skills, self-directed work, organization and prioritization of effort, and confidence in presenting ideas openly and recognizing gaps in understanding through self assessment and reflection.

Type of students we serve - online students range from fast-tracked, high achievers to students currently on academic probation who may take courses through continuing education. The average age of students is generally older and there is higher percentage of female students than in the offering institution as a whole.

Study habits - many online students have multiple demands on their time, causing odd, sometimes irregular, hours online. Multiple and sometimes competing obligations are squeezed into their daily schedule (other courses, accelerated graduation schedule, work, travel and family), consequently online coursework may not always be their top priority, causing assignments to be pushed aside to last minute, especially in general education courses.

Pedagogic Design for Engagement

Do not limit your course web pages to blocks of dense text and sparse images. There are many ways to create an engaging design for your course pages. Rely on use of imagery, video, audio, music and interactive features. If possible, work with an instructional designer to create these features.

Use video of yourself introducing course content, as in this video of Course Information (link down)

Use video of exciting topics in your course, such as this video of the La Conchita Landslide

Use real-time, web-based data such as USGS streamflow network, NOAA offshore buoy measurements and drifter buoys, recent earthquakes or climate data.

Have students take on the role of a geoscientist in virtual research activities, patterned after major research initiatives in the geosciences, real-time data or online databases. Example activity - Tracking Drifter Buoys

Case studies can involve role-playing, the use of maps and data sets and opportunities to synthesize various materials around a central topic (see a collection of 38 role playing scenarios for the classroom)

Applications of course concepts to your own home town. (such as Environmental Geology of the Area where you Live)

Ask for students' input on class topics and assignments (Dennis et al. 2007)

Use of "gateway" assignments, which students must complete before proceeding in the course can be effective in some situations.

Adopt instructional methods that emphasize "guiding students toward their own discoveries of facts and relationships" (Alutu 2006) (Such as, "While you're reading this assignment, think about how it relates to _____.")

Use discussion boards to create a sense of community and promote active engagement with the course topics (Using Discussions in an Environmental Geology Course

Create course topics and readings that are current. Incorporate recent news events and magazine articles into existing course topics (Dennis et al. 2007).

Assign roles in discussion assignments , especially for provocative discussions based on current events, case studies or policy issues.

Students are assigned a one-week time period to initiate a discussion about climate change in the news. On their assigned week, the designated student finds a current article that relates to climate change. They start a discussion thread that contains the following:

Title and URL of article

Summary of article, written in their own words

Description of how the article ties in to the course material

A series of questions for classmates to answer, such as asking for opinion on policy measures, or seeking observations of a certain element of climate change.

The student then moderates the discussion and responds to their classmates.

Set up peer groups - extrinsically motivated students are motivated by achievement in relation to their peers; intrinsically motivated students are able to interact with peer groups to gain more insight - both types of students benefit from working in peer groups. (Moore 2006)

Create a part of the discussion board that is for students only - no instructors allowed.

Pair the students into "support pairs" with well-defined instructions on how to support each other throughout the course.

Early on, explicitly model how to give constructive feedback so that students can follow this model.

Conscious development of metacognition Dennis et al. (2007) suggest posting a primer on metacognition on a discussion thread, and to return to the concept throughout the course. (Find out more about The Role of Metacognition in Teaching Geoscience)

If possible, hold a face-to-face meeting for a critical activity such as a field trip

Instructor Behavior to Promote Engagement
Setting Expectations

Create explicit course and activity goals (Ames 1992) - students feel more motivated to put effort into a course that they deem worthwhile. If the course goals are explicitly laid out, students can more accurately judge if they are worthwhile.

Illustrate that you believe students can achieve these goals, and that these are goals worth achieving.

Illustrate how these goals connect to each other, and to outside topics.

Periodically ask students to assess their own progress on these goals

Clearly communicate work/learning expectations before class begins. Using video is an effective way to do this.

Provide study strategy tips from successful students in previous classes.

Create a detailed syllabus with assignment information, format of class, course and assignment schedule and advice for completing work . If possible, link assignments and policies directly from the syllabus so students don't have to search for this information.

Keep the course website updated with notifications of units that are opening, closing or changing.

Create a short video to initiate each new activity. this provides a personalizes introduction to the work.

Use a syllabus survey/course policies quiz at beginning of semester, which can be a gateway to assignments (see an example Syllabus Quiz)

Set up a consistent timetable for work each week , so that deadlines are predictable.

Log in often, respond quickly, and convey genuine enthusiasm (Crumpacker 2001)

Because so much communication is done via the typed word, choose your wording to deliberately reach out to students

Let me know if you've got questions.

vs.

I'm happy to help with your questions. It's best if you can touch base well before the deadline so we can sort through any questions before the weekend.

Start a weekly thread on "Tips & Tricks", where students can post suggestions for their classmates.

Allow students to develop self-efficacy. Recognize when a student has done a particularly good job on a task, or has dramatically improved on a skill. (Kerssen-Griep 2003) "Ensure an early success for each student; praise and document it." (Dennis et al. 2007)

There are many ways to stay in touch with your students. If you are facile with multiple modes of communication, use whichever one students prefer. Aim for Frequent and regular contact, each week, especially if student is falling behind.

Try video Skype or video iChat for one-one discussion and interaction

Set up a Facebook page for your course. This can be a separate Facebook account from your personal page, allowing you to keep your personal page independent from your professional one.

Encourage personal interactions (Hutchins 2003, Arbaugh 2001)

Introduce yourself with a photo and an "About Me" blurb

Ask students to post a photo of themselves, and a blurb about themselves

Individual students or small groups of students can create web pages or PowerPoint files of images, maps of where they live and topics that interest them. These can be shared with the class via an online gallery walk.

Carrot (intellectual stimulation) and stick (consistent deadline with clear expectations and consequences with a well-defined late policy for all assignments)

Late Policy
Work turned in late: Assignments are due on the date specified in the course schedule. If you turn in work after a deadline, I will subtract 2 points for each day the assignment is late.

Extensions: If you know you are going to have a conflict, please contact me before the due date to arrange for an extension. In most cases I can give you an extension without any late penalty. If you ask for an extension after the due date, I'll subtract late points from the due date to the date that the extension was requested. Of course, I understand that genuine emergencies do arise. Please keep me in the loop and I will do my best to be understanding.

Completion of work acknowledgment to instructor for every assignment

Provide timely, specific and personalized assessments for each assignment.

Instead of written feedback for each assignment, try using video/audio tracks for giving feedback for assignments. Jing is a simple, free program that can be used to create a narrated screen capture. Using a screen capture video you can "point" to various parts of an assignment and record verbal feedback.

Helpful Web Resources

How to Motivate Online Students This page offers straightforward tips to keep your online students engaged, such as helping a shy student get involved in an online discussion, or to using creative assignments, and offering additional encouragement via email.

How to Motivate Your Students from eLearn Magazine.
This article presents several suggestions for variety within assignments, ways to reach out to students and methods to engage students in roles that appeal to them.

Motivating Students to Participate in Online Discussions (pdf document) This handout from the University of Calgary offers guidelines about setting expectations, giving the students responsibility, and keeping the discussion content relevant with the rest of the course. (has links to other resources)

References

Alutu (2006) The guidance role of the instructor in the teaching and learning process. Journal of Instructional Psychology, 65, 44-49.

Ames (1992) Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.

Arbaugh (2001) How instructor immediacy behaviors affect student satisfaction and learning in web-based courses. Business Communication Quarterly. 65, 42-54.

Crumpacker (2001) Faculty pedagogical approach, skill, and motivation in today's distance education milieu. Online Journal of Distance Learning Administration 4:4.

Dennis et al. (2007) The little engine that could - How to start the motor? Motivating the online student. Insight2: http://insightjournal.net/?page_id=146

Hutchins (2003) Instructional immediacy and the seven principles: Strategies for facilitating online courses. Online Journal of Distance Learning Administration.

Kerssen-Griep et al. (2003) Sustaining the desire to learn: Dimensions of perceived instructional facework related to student involvement and motivation to learn. Western Journal of Communication, 67, 357-361.

Moore (2006) Collaboration online: Sloan-C Resources. Journal of Asynchronous Learning Networks, 10, 81-89.

Northup (2002) Online learners' preferences for interaction. The Quarterly Review of Distance Education, 3, 219-226.

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teach the earth:enhancing your teaching:online teaching

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by Selby Cull, Washington University in St. Louis Don Reed, Dept. of Geology, San Jose State University Karin Kirk, Science Education Resource Center authored as part of the 2010 workshop, Teaching Geoscience ...

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Though this video isn't based off of the ARCS model, every strategy can be tied back to one of the components. The narrator gives 18 different tips that each can be divided into the ARCS.

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Student Motivation: How to Motivate Students to Learn

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This video follows the ARCS model in order. With each component, the narrator elaborates on methods to put it into action.

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ARCS The Movie - How to Motivate Students with the ARCS Model

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This video consists of interviews with teachers along with classroom footage. It introduces 4 questions that correlate to the ARCS model.

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https://www.waterford.org/education/how-to-motivate-students/

Waterford site provides information and resources on the growth of students. This site starts with strategies for motivating students starting with Intrinsic motivation. Also talks about several ways to boost intrinsic motivation in the classroom.

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"Curiosity is," said writer Samuel L. Johnson, "in great and generous minds, the first passion and the last."

This quote is a great reminder that if we can get students curious and motivated to learn, we can set them up for a lifelong love of learning. And as a teacher, you have the power to help them find that passion for learning while they are young.

In this article, we'll go over the difference between two types of motivation-intrinsic and extrinsic-and why you should prioritize the former in your classroom. Then, we'll provide you with a few tips and strategies for improving your students' intrinsic motivation.

Intrinsic vs. Extrinsic Motivation: What's the Difference?

Before we explore how to motivate your students to learn, let's go over the difference between two types: intrinsic and extrinsic motivation.

Intrinsic motivation occurs when students are engaged because of internal rewards, like a love of learning or interest in a subject.[3] These students learn to value learning for its own merits, regardless of any external factors. An example of intrinsic motivation is a student learning new vocabulary words because they love to read.

Extrinsic motivation, however, is learning because of external factors. Students may be motivated to learn to pass a test, to gain a reward, or to avoid a punishment. An example of extrinsic motivation is a student who is studying so their parents will not ground them for poor grades.

Generally, children lose engagement after being externally rewarded.[7] This suggests that extrinsic motivation is short-term and can lead students away from an inherent love of learning. As a teacher, you can prevent this by prioritizing intrinsically motivated learning in the classroom.

How to Motivate Students: Encourage Intrinsic Motivation

The value of choosing intrinsic motivation over its extrinsic counterpart is clear, but it's not always easy to know where to start. When it comes to the classroom, there are a few strategies that you can use to make sure your students are interested in your class material and ready to learn.

Elementary-aged children are highly motivated when their teachers prioritize content mastery and understanding over high test scores.[2] Although tests can be a great way to measure student progress, try to focus on helping them understand the concepts they find difficult. As they spend more time learning, they will be better able to turn their weaknesses into strengths and gain an appreciation for learning that's deeper than test scores.

Students are also more likely to be motivated if class material is relevant to their lives and involves their interests.[10] The best way to make your curriculum relevant to your students is to get to know them. Spend time understanding their needs and what makes them light up in a classroom setting. And allow some flexibility in your assignments so students can spend some time focusing on what they personally find interesting.

Research also suggests that online learning can encourage intrinsic motivation.[1] In part, this is because online learning often involves some level of independence-and independent learning is also linked to motivated students.[12] Consider either making some of your curriculum online or including some independent learning activities, like reading or personal project time.

And finally, gamification can have an engaging place in the classroom if intrinsic motivation is prioritized.[4] In a nutshell, gamification is the use of activities and rewards to teach different learning concepts. When an activity or reward is focused around intrinsic motivation-like giving a child a calculator as a prize for winning a math contest-student engagement improves.

7 Ways to Boost Intrinsic Motivation in the Classroom

Finding ways to motivate students-especially those who are currently unmotivated-can feel tough. But by knowing the difference between intrinsic and extrinsic motivation, you can make sure you're taking the right steps to engage your students.

Here's a quick list of 7 motivational activities and strategies you can use to improve your students' intrinsic motivation to learn.

1. Get to know your students and their unique interests. When possible, structure your assignments in a way that can include their interests. If you have a student who loves dinosaurs, for example, write a math problem that involves counting cartoon dinosaurs.[8]

2. Choose rewards that encourage intrinsic motivation. If you're holding a reading contest, for example, you could make the prize a book of the child's choice.

3. When students have some autonomy over their assignments, they're more likely to be motivated.[9] Consider trying blended learning, a strategy that involves a mix of independent learning and whole-class lessons.

4. Include some curriculum that is relevant to your students' lives and current needs to boost motivation.[10]

5. Give your students positive feedback on their assignments to encourage them and to reinforce that they can do well.[11]

6. Motivation is often enhanced through curiosity.[5] Ask your students what they are curious about and help them find something that interests them about an assignment.

7. Share your love of a subject or concept with your students. If you show why you love learning, your students are more likely to catch your enthusiasm, too.

Sources:

1. Rovai, A., Ponton, M., Wighting, M., and Baker, J. A Comparative Analysis of Student Motivation in Traditional Classroom and E-Learning Courses. International Journal on E-Learning, July 2007, 6(3), pp. 413-432.

2. Meece, J.L., Anderman, E.M., and Anderman, L.H. Classroom Goal Structure, Student Motivation, and Academic Achievement. Annual Review of Psychology, 57, 487-503.

3. Williams, K., and Williams, C. Five Key Ingredients for Improving Student Motivation. Research in Higher Education Journal, 2011. http://aabri.com/manuscripts/11834.pdf

4. Buckley, P., and Doyle, E. Gamification and student motivation. Interactive Learning Environments, 2016, 24(6), pp. 1162-1175.

5. Ciampa, K. Learning in a mobile age: An investigation of student motivation. Journal of Computer Assisted Learning, February 2014, 30(1), pp. 82-96.

6. Schiefele, U. Classroom management and mastery-oriented instruction as mediators of the effects of teacher motivation on student motivation. Teaching and Teacher Education, May 2017, 64, pp. 115-126.

7. Cherry, K. Differences of Extrinsic and Intrinsic Motivation. Verywell Mind, Jan. 2020. https://www.verywellmind.com/differences-between-extrinsic-and-intrinsic-motivation-2795384

8. Vanderbilt University Center for Teaching. Motivating Students. https://cft.vanderbilt.edu/guides-sub-pages/motivating-students/

9. Ferlazzo, L., and Sypnieski, K.H. What Teachers Can Do to Boost Student Motivation. Education Week, 2019. https://www.edweek.org/ew/collections/student-motivation-videos/what-teachers-can-do-to-boost-student.html.

10. Ferlazzo, L. Strategies for Helping Students Motivate Themselves. Edutopia, Sep. 2015. https://www.edutopia.org/blog/strategies-helping-students-motivate-themselves-larry-ferlazzo.

11. Teach the Earth Staff. Motivating Students. https://serc.carleton.edu/NAGTWorkshops/affective/motivation.html.

12. LaRosa, K. Fostering Independent Learning and Intrinsic Motivation in Your Child. https://medium.com/inspired-ideas-prek-12/fostering-independent-learning-and-intrinsic-motivation-in-your-child-ad76445ef0c6.

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Strategies for Motivating Students: Start with Intrinsic Motivation - Waterford.org

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"Curiosity is," said writer Samuel L. Johnson, "in great and generous minds, the first passion and the last." This quote is a great reminder that if we can get students curious and motivated to learn, we can set them up for a lifelong love of learning.

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https://www.edutopia.org/article/help-students-build-intrinsic-motivation

This site help students build Intrinsic Motivation. This provides excessive information on education and learning including articles and student motivation.

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By fostering students' sense of mastery, autonomy, and purpose, teachers can boost their desire and dedication to learn.

Marc Romanelli / Tetra Images, LLC / Alamy Stock Photo

Author and researcher Daniel Pink divides intrinsic motivation into three components: mastery, autonomy, and purpose. Increasing intrinsic motivation in everyday activities yields greater satisfaction and engagement. When teachers create lessons with a focus on intrinsic motivation, they drive students to participate and excel. I use the acronym MAP to remember the components: mastery, autonomy, and purpose.

Developing Mastery

Mastery acknowledges the fact that while learning a new skill or concept, a person may need multiple attempts. In a lesson, using mastery allows a student to learn from their mistakes and try again. To increase mastery, set a clear learning objective with a mastery threshold. Learning objectives are the critical starting point for mastery learning thresholds. Learning objectives need to be specific, clear, and demonstrable: everyone must know exactly what the objectives are, and the learner must be able to demonstrate that they have learned them.

To create a mastery threshold, determine the type of demonstration a student will use for a particular objective-activities like making a presentation, solving a problem, writing an answer, or doing a project. Teachers must supply a rubric or target with the objective for students to show mastery. For example, a student might need to get 80 percent of the problems right on a quiz, or get 3 out of 4 on a presentation rubric. Keep in mind that mastery is not perfection; it is a goal for the students to show they have acquired the majority of the learning objective. Students need to know at what point they have mastered an objective. For example, a student knows they have mastered riding a bike when they can balance and pedal on their own. Having a clear objective threshold allows a student to self-assess if they are getting close to mastery.

Another way to increase mastery is through the use of feedback. Students may not know where they are making errors. Providing constructive criticism and allowing students to apply feedback increases the intrinsic motivation to master a concept. Use peer feedback, rubrics, or student conferences in a lesson to boost mastery. In my own classroom, I use a coaching feedback model. I begin by asking questions about areas of weakness. After students respond, I give constructive feedback to guide them to mastery. I might ask a student why they chose a specific character as an antagonist, listen to their reasoning for their choice, and then correct any learned misconceptions. The technique gives students the chance to explain their thinking while providing targeted reteaching at the same time. It's important to end the meeting with one piece of positive feedback.Taking the time to point out a positive area or a way they have grown provides a boost to their intrinsic motivation.

Teachers can also increase student mastery by giving students time to apply and learn from feedback through reflection. Reflections could take place in groups, through exit tickets, or simply by charting progress on a specific concept.

Gaining Autonomy

Control is important in motivating students to engage. Autonomy provides students the opportunity to lead their learning. Adding autonomy gives students the ability to fit what's being learned with their understanding of the world. Increasing autonomy involves looking at the amount of voice and choice provided in a lesson. Voice is giving students a say in their learning and acknowledging the backgrounds, perspectives, opinions, and beliefs of students. Lessons can be tailor-made based on student interests or suggestions. Teachers could poll student interest in given subjects and apply the information to lessons. Another quick way to add voice is by adding discussions or tailoring lessons based on student feedback. Simply asking for student input shows students they are valued and boosts intrinsic motivation in the classroom.

Instead of limiting students to one learning path, consider providing choices on how they learn the material. Choice boards allow students options to acquire knowledge. Just making sure that students have options in a given lesson increases engagement. Students can pose ideas and explore a topic independently to gain a deeper understanding of a concept.

Building Purpose

Purpose provides students with a reason to engage and learn. Students need to feel like they are working toward something worthwhile and are doing something important. One way to add purpose to a lesson is to ask students why a concept or skill would be important to learn. Allowing students to add their own spin on purpose shows them the "why" of their work.

Teachers can also build purpose into their lessons. For example, using community challenges can add purpose to a lesson. Students tackle community problems and learn their content by helping the community. They learn skills and immediately apply the skills learned in class to real-world problems. Students develop an awareness of the ways their learning can affect the world around them. Helping others through community challenges makes students feel good about their work-which reinforces the desire to keep working.

Showing how learning can improve future career perspectives can also drive learning. When my students saw a study from Yale showing that readers live longer, it motivated many of them to develop a nightly reading habit. When a student knows why or how learning can change their life, it increases engagement and motivation.

MAP is a simple acronym to increase every student's drive to learn. Taking the time to look for and add intrinsic motivation ensures that student engagement is built into the learning process. The best part? Focusing on intrinsic motivators will give students more desire, discipline, and dedication to learn.

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Help Students Build Intrinsic Motivation

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By fostering students' sense of mastery, autonomy, and purpose, teachers can boost their desire and dedication to learn.

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https://positivepsychology.com/how-to-motivate-students/

This site helps student motivation through three basic psychological needs that are fundamental for motivation. This site also talks about the way teachers can motivate students.

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How to Motivate Students: 12 Classroom Tips & Examples

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Examples of both intrinsic & extrinsic motivation of students in the classroom.

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ARCs model is a method for improving the motivational appeal of instructional materials. This was developed in response to a desire to find a more effective way of understanding the major influences on the motivation to learn, and for a systematic way of identifying and solving problems with learning motivation.

During the development of the ARCS model, there were no such theories that can address the question of how to create instruction that would stimulate the motivation to learn, Eventually, work has been done regarding student's self-motivation and Wlodkowasi has expanded the scope of content and application of his work.

There are four components of the ARCS Model.

Attention: Attention is an element of motivation and is also a prerequisite for learning. It is necessary to respond to the sensation-seeking needs of students and arouse their knowledge-seeking curiosity without overstimulating them to produce a satisfactory level of attention.

Relevance: Many course designers and instructors try to make the instruction seem relevant to present and future career opportunities for the students to answer some questions like why do I have to study.

Confidence: Confident people tend to believe that they can effectively accomplish their goals by utilizing their actions. They also tend to be oriented toward involvement in the task activity and enjoy learning even if it means making mistakes.

Satisfaction: Satisfaction incorporates research and practices that help make people feel good about their accomplishments. According to reinforcement theory, people should be more motivated if the task and the reward are defined.