Theoretical Framework

The theoretical framework is the structure that can hold or support a theory of a
research study. The theoretical framework introduces and describes the theory which
explains why the research problem under study exists. Theories are formulated to
explain, predict, and understand phenomena and, in many cases, to challenge and
extend existing knowledge, within the limits of the critical bounding assumptions.
One of the frameworks of this research is based on the ARCS Model of
Motivation by John Keller (1979), an American educational psychologist.
Figure 1: ARCS Model of Motivation

Keller (1979) introduced the ARCS Motivational Model of Instructional Design.

He argued that existing models emphasized external stimuli too heavily and that more
attention needed to be given to what motivated learners. Keller further explains that the
ARCS model of motivation was developed in response to a desire to find more effective
ways of understanding the major influences on the motivation to learn, and for
systematic ways of identifying and solving problems with learning motivation.
There are four components of ARCS model, and stands for Attention, Relevance,
Confidence, and Satisfaction.
1. Attention: It refers to the learners’ interest. It is critical to get and hold the learners’
interests and attention.
2. Relevance: The learning process should show the usefulness of the content so that
learners can bridge the gap between content and the real world.
3. Confidence: This component focuses on developing success expectation among
learners, and success expectation allow learners to control their learning processes.
There is a correlation between confidence level and success expectation. That’s why
providing estimation of probability of the success to learners is important.
4. Satisfaction: There is direct relation between motivation and satisfaction. Learners
should be satisfied of what they achieved during the learning process.
The ARCS Model of Motivation is useful to our research for it focuses on ways of
motivating students. As told by John Keller (1979), This model is particularly important
for e-learning, since motivating learners in an online course more difficult than in face-
to-face courses – which is also the main objective of the study – to motivate students
who are having a hard time to cope with the new method of learning during these trying
times by making inspirational/motivational cards as a means of encouraging students
experiencing lack of interest and motivation during online learning.

CITATION:
1. Worldwide eLearning (n.d.) ARCS Model of Motivation. Retrieved from:
http://www.tamus.edu/academic/wp-content/uploads/sites/24/2017/07/ARCS-
Handout-v1.0.pdf
2. Hogle, P. (2017) ARCS Model Aids in Designing for Motivation. Retrieved from:
https://learningsolutionsmag.com/articles/2523/arcs-model-aids-in-designing-for-
motivation