ARCS-V Motivational Design Approach, Interaction, and e3-learning: Rethinking Motivation for Distance Education
PROCEEDING
Hasan Ucar, Bilecik Seyh Edebali University, Turkey ; Alper Tolga Kumtepe, Anadolu University, Turkey
Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Abstract: Distance learning environments require e3-learning to motivate the learners. In the paper, the authors examine and combine the existing literature on ARCS-V motivational design approach, interaction types within the Interaction Equivalency Theory, and e3- learning approach for instruction designs. Furthermore, relying on the functionality of the ARCS-V motivational design, the paper proposes the four design processes to enable effective, efficient and engagement learning. The results of such a theoretical paper may serve to research based studies. As a result, instructors and instructional designers can understand the mixed motivational principles better and apply motivation enhancing techniques to overcome motivational issues surrounding the distance learning world.
Citation
Ucar, H. & Kumtepe, A.T. (2016). ARCS-V Motivational Design Approach, Interaction, and e3-learning: Rethinking Motivation for Distance Education. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 413-418). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 11, 2024 from https://www.learntechlib.org/primary/p/171709/.
© 2016 Association for the Advancement of Computing in Education (AACE)
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