Applying the ARCS Model of Motivation Design to e-learning

Motivating students to learn is an important component of the didactic and pedagogical activities performed by teachers at different levels of education. Due to the Covid-19 pandemic, the specifics of teaching have changed dramatically all over the world. Education has moved online almost overnight. The epidemiological restrictions imposed by the governments of various countries made it practically impossible to hold physical meetings and discussions. The methods developed by educators to motivate students during traditional meetings had to be modified immediately. The pandemic has made student motivation an urgent topic as it is critical in e-learning. This raises the question about online motivational tools currently used by university professors to influence students’ attitudes towards learning. To answer this question and achieve the aim of this paper, a research study using the ARCS Model of Motivation Design by John M. Keller was conducted. It shows which motivational areas of the ARCS model become more problematic in e-learning compared to traditional teaching. Currently, the area of Attention in the ARCS model requires the strongest focus and effort from both teachers and students. In e-learning, sustaining concentration is much more difficult than during traditional university sessions. This problem affects students and teachers alike. The conclusions can provide recommendations for educators who are forced to work online.