Screencasts: The Mediating Role of Relevance in the Relationship Between Attention and Confidence in the ARCS Model

Literature Review

Authors such as Dick and Carey (1996), Keller (1987a, 1987b, 2008a, 2010), Kurt and Kecik (2017), Wlodkowski (1985), and Zhang (2017) have described the concept of motivation and affirmed the critical role of motivation in the context of learning and the design of learning materials. For Keller (2010, p.3) motivation is “what people desire, what they choose to do, and what they commit to do”. Keller’s (1987a, 2008a, 2008b, 2010) ARCS model of improving motivation in instructional design serves as the theoretical underpinning for this study. Keller (1987a, 1987b) argues that in order to improve motivation, instructional designers must systematically follow two requirements, namely there must be an understanding of motivation in terms of the important components to learn and secondly instructional designers must understand which strategies to implement when designing learning materials. Keller (1987a, 1987b, 2008a, 2008b) developed the ARCS model of motivation. This model consists of five components that need to be present for students to become and remain motivated, namely attention, relevance, confidence, satisfaction and volition.