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Enhancing relevance: Embedded ARCS strategies vs. Purpose

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Abstract

The hypothesis of this study assumes that the cognitive effects of motivation result primarily from the relevance of what is being learned, that is, whether the ideas being studied are meaningful and whether they fulfill the goals of the learner. This study compared the effects of intrinsic relevance (material fulfilling a purpose or need of the learner) with embedded, extrinsic relevance-enhancing strategies based on the ARCS (attention, relevance, confidence, and satisfaction) Model of Instruction on perceived motivation and the learning outcomes of identification, terminology, comprehension, and drawing. Both intrinsic and extrinsic strategies enhanced the motivation of the college learners and their performance on identification, terminology, and comprehension questions following instruction. Embedded relevance-enhancing strategies resulted in greater motivation and performance gains than did intrinsic relevance.

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Author information

Authors and Affiliations

  1. the Pennsylvania State University, USA

    Tammy Babe Means Ph.D. (graduate)

  2. the Pennsylvania State University, USA

    David H. Jonassen (Professor and head of the Instructional Systems program)

Authors
  1. Tammy Babe Means Ph.D.
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  2. David H. Jonassen
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  3. Francis M. Dwyer
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Additional information

She is currently teaching reading and writing strategies to elementary school children.

His publications include the recently completedHandbook of Research for Educational Communications and Technology, reviewed in this issue.

Francis M. Dwyer is Professor of Instructional Systems at the Pennsylvania State University, where he has been a leading researcher in the role of visuals in instruction. He is a past-president of AECT.

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Means, T.B., Jonassen, D.H. & Dwyer, F.M. Enhancing relevance: Embedded ARCS strategies vs. Purpose. ETR&D 45, 5–17 (1997). https://doi.org/10.1007/BF02299610

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