Enhancing Learner Motivation and Academic Achievement

Abstract

This study examines the impact of technology on education, specifically focusing on motivation and learning principles for instructional enhancement. For 84 junior students from both computer science and computer forensics, ARCS-based instruction showed improved motivation and academic performance. CS students experienced a 50% increase in success opportunities, while CF students had a 70% higher satisfaction rate with rewards. Statistical analysis confirmed the differences (p < 0.05), indicating tailored educational approaches; CS students adapt well; CF students prefer intrinsic reinforcement. However, academic achievement varied significantly, emphasizing the need for refined motivational strategies, particularly for CF students. The findings suggest that ARCS-based instruction benefits motivation and academic achievement, necessitating tailored approaches across subject areas. Integrating motivation science and technology can create captivating learning experiences that promote lifelong learning and academic success.