Does the ARCS motivational model affect students' achievement and motivation? A meta-analysis

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dc.contributor.authorGöksu, İdris
dc.contributor.authorBolat, Yusuf İslam
dc.date.accessioned2024-04-24T15:59:32Z
dc.date.available2024-04-24T15:59:32Z
dc.date.issued2021
dc.departmentDicle Üniversitesi, Ziya Gökalp Eğitim Fakültesi, Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümüen_US
dc.description.abstractIn this meta-analysis, the aim is to determine the overall effect of the ARCS (attention, relevance, confidence, satisfaction) model of motivation on students' academic achievement, motivation, attention, relevance, confidence and satisfaction. Additionally, the effect of the model is analysed according to the learning environment in which the model is integrated, discipline area, education level and sample size. The primary studies included in the study were obtained from Web of Science, Scopus, Science Direct, ERIC and PsycARTICLE databases. A total of 38 controlled experimental studies in the form of peer-reviewed articles were coded, resulting in 110 extracted effect size (ES). The sample size of the primary studies involves 8690 students from K-12 (kindergarten to 12th grade) and higher education. Random-effects model was used for overall ES, mixed-effects model for categorical moderators and meta-regression analysis for integer moderators. As a result of the study, it was determined that the overall effect of ARCS on achievement was at medium level (ES = 0.74) and the overall effect on motivation was at small level (ES = 0.43). ESs of achievement differed by the moderators of discipline and the ESs of motivation differed by the moderator of education level. There was not a significant relationship between the effect of ARCS on achievement and motivation, and moderator of sample size. Remarkable ESs have been obtained in the learning environment moderator related to the dependent variables of blended learning, robots, augmented reality; in the discipline moderator related to architecture, computer technologies, sciences and maths; in the level of education moderator related to undergraduate variables. In addition, very large ES related to the attention component of ARCS was obtained. The results obtained in this study do not represent the strength of the evidence, as it is based on the validity and reliability of primary studies.en_US
dc.description.sponsorshipMardin Artuklu University Scientific Research Projects Coordination Unit [MAU.BAP.18]en_US
dc.description.sponsorshipThis research was supported by Mardin Artuklu University Scientific Research Projects Coordination Unit. Project number: MAU.BAP.18.EF.014.en_US
dc.identifier.citationGöksu, İ. ve Bolat, Y.İ. (2021). Does the ARCS motivational model affect students' achievement and motivation? A meta-analysis. Review of Education, 9(1), 27–52
dc.identifier.doi10.1002/rev3.3231
dc.identifier.endpage52en_US
dc.identifier.issn2049-6613
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85110250817
dc.identifier.scopusqualityQ2
dc.identifier.startpage27en_US
dc.identifier.urihttps://doi.org/10.1002/rev3.3231
dc.identifier.urihttps://hdl.handle.net/11468/14128
dc.identifier.urihttps://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/rev3.3231
dc.identifier.volume9en_US
dc.identifier.wosWOS:000558534500001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorBolat, Yusuf İslam
dc.language.isoenen_US
dc.publisherWileyen_US
dc.relation.ispartofReview of Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectAcademic Achievementen_US
dc.subjectArcsen_US
dc.subjectMeta-Analysisen_US
dc.subjectMotivationen_US
dc.titleDoes the ARCS motivational model affect students' achievement and motivation? A meta-analysisen_US
dc.titleDoes the ARCS motivational model affect students' achievement and motivation? A meta-analysis
dc.typeArticleen_US

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