Research Problem
Enhancing Student Motivation with the use of Mobile Augmented Reality
during the New Normal
The Research Problem
Research Questions
Gaps
As schools shift from face-to-face learning to
online learning due the Covid-19 pandemic,
there are a lot of students feel unmotivated due
to many factors. According to the study of
McCormick (2020), there are five different levels
that can affect the motivation of the students
which are: individual (e.g. stress), interpersonal
relationships (e.g. family environment),
organizational (e.g. school response),
community (e.g. socioeconomic status), and
public policy in the area.
1. How mobile AR technology affect the
motivation of students in terms of
A. attention;
B. relevance;
C. confidence; and
D. satisfaction?
2. Are there any obstacles which might
hinder AR technology's acceptability in
learning environments?
In the study of Khan et. al. (2019), it showed
that the research on this topic is still in an early
stage and needs further studies to determine
which learning activities would benefit the most
from AR technology. The same author also
suggests that this research needs to be
conducted to improve understanding of content
and their motivation.
In addition Buchner et. al. (2018) conducted
similar study but found out limitation in the
sample size and affects the result.
In the recent study of Nell (2020), she found out
that college students feel a low sense of
motivation during the current pandemic. Covid-
19 affects their motivation and overall well-
being.
Khoeler & Farmer (2020) also found out the
lack of self-regualation and motivation of the
students during the pandemic.
Semingson et.al. (2020) suggested that
scholars can examine ways that scaffolding
moves might foster student motivation, and
confidence during the pandemic.
 Johnson et.al. (2020) also suggested to
investigate the use of technology to support
participant engagement and motivation of the
students during pandemic.

Haslam et.al. (2020) found out that one of the

challenges threaded discussion is that students
need motivation to continue participating in the
discussion during online class. Similar result
was also found in the study of Devers et.al.
(2020).

Theoretical Groundings ARCS Model of Motivational Design

ARCS model is a systematic way to determine
and deal with learning motivation. ARCS
abbreviated from Attention, Relevance,
Confidence and Satisfaction attributes.  First,
grabbing attention is the most important part of
the model because it initiates the motivation for
the learners. Secondly, students’ experiences
and the needs related relevance. The
confidence aspect of the ARCS model focuses
on establishing positive expectations for
achieving success among learners. The
confidence level of learners is often correlated
with motivation and the amount of effort put
forth in reaching a performance objective.
Lastly, the positive feeling regarding the
learning process and the gained knowledge
leads to satisfaction as completing the whole
learning process.