A PLS-SEM APPROACH TO UNDERSTAND ARCS, MCCLELLANDS, AND SDT FOR THE MOTIVATIONAL DESIGN OF ONLINE LEARNING SYSTEM USAGE IN HIGHER EDUCATION
Abstract
This study aims to test the structural models of several integrated motivational constructs empirically. The motivational construct refers to three theoretical models: Attention-Relevance-Confidence-Satisfaction (ARCS), McClelland’s needs, and Self-Determination Theory (SDT). Data were collected from lecturers and students as respondents at two universities in Makassar, Indonesia. Data analysis employed quantitative methods. Data were presented using structural equation modeling (SEM) with the help of PLS version 3 software. The results obtained indicated that the need for achievement construct from the McClellands needs theory and the relatedness construct from SDT theory were constructs that directly impacted the motivation to use online learning, both according to lecturers and students. Meanwhile, the construct of ARCS model in this study did not directly influence the motivation to use online learning in universities. However, it was influenced by other variables. The final results of this study can only prove two motivational theories with constructs that have a direct positive impact on the motivation to use online learning in higher education.
Keywords
PLS-SEM, ARCS, McClelland’s needs, SDT, online learning motivational
References
- Barclay, D., Higgins, C., & Thompson, R. (1995). The Partial Least Square (PLS). Approach to causal modeling: Personal computer adoption and use as an illustration. Technol. Stud, 2(2), 2. Hair, J. F. (Ed.). (2017). A primer on partial least squares structural equation modeling (PLS-SEM) (Second edition). Sage.
- Huang, B., & Hew, K. F. T. (2016). Measuring learners’ motivation level in massive open online courses. International Journal of Information and Education Technology, 6(10), 759–764.
- Izmirli, S., & Izmirli, O. S. (2015). FACTORS MOTIVATING PRESERVICE TEACHERS FOR ONLINE LEARNING WITHIN THE CONTEXT OF ARCS MOTIVATION MODEL. Turkish Online Journal of Distance Education, 16(2). https://doi.org/10.17718/tojde.26620
- Jacobi, L. (2018). What Motivates Students in the Online Communication Classroom? An Exploration of Self-Determination Theory. Journal of Educators Online, 15(2), 1–16. https://doi.org/10.9743/ jeo.2018.15.2.1
- Jokelova, A. (2013). ARCS motivational model: Theoretical concepts and its use in online courses. 2013 IEEE 11th International Conference on Emerging ELearning Technologies and Applications (ICETA), 189–194. https://doi.org/10.1109/ICETA.2013.6674427