Abstract
Instruction, even when prepared according to sound instructional design principles, often does not stimulate students' motivation to learn. A motivational intervention, developed according to the processes outlined inthe ARCS model of motivational design, was implemented and tested following the conventions of an embedded single-case study. It was tested with a group of 15 adults participating in a staff development course conducted within the Mozambique Ministry of Education. Results, based on concurrent and discriminant analysis of both quantitative and qualitative data, indicated that the primary treatment, motivational messages, had positive effects on student attitude and performance. It may be concluded that the specific intervention and the ARCS model which provided the basis for designing it provide a sound basis for positively influencing student motivation to learn.
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Visser, J., Keller, J.M. The clinical use of motivational messages: an inquiry into the validity of the ARCS model of motivational design. Instr Sci 19, 467–500 (1990). https://doi.org/10.1007/BF00119391
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DOI: https://doi.org/10.1007/BF00119391