References

Angelo, T. A. (2017). Assessing motivation to improve learning: Practical applications of Keller’s MVP model and arcs-v design process. New Directions for Teaching and Learning, 2017(152), 99–108. https://doi.org/10.1002/tl.20272

Bohlin, R., & Milheim, W. D. (1994). Application of an adult motivational design instructional model, 12.

Franklin, J. L. (2017). Mvp and instructional systems design in online courses. New Directions for Teaching and Learning, 2017(152), 39–52. https://doi.org/10.1002/tl.20267

Huang, B., & Hew, K. F. (2016). Measuring learners’ motivation level in massive open online courses. International Journal of Information and Education Technology, 6(10), 759–764. https://doi.org/10.7763/IJIET.2016.V6.788

Juan, Y.-K., Chao, T.-W., Juan, Y.-K., & Chao, T.-W. (2015). Game-based learning for green building education. Sustainability, 7(5), 5592–5608. https://doi.org/10.3390/su7055592

Keller, J. (2000). How to integrate learner motivation planning into lesson planning: The arcs model approach, 17.

Keller, J. (2008). An integrative theory of motivation, volition, and performance. Technology, Instruction, Cognition & Learning, 6(2), 79–104.

Keller, J. (2011, October 11). ARCS: A conversation with John Keller – youtube [Video]. Retrieved from https://www.youtube.com/watch?v=E1ugbX2EKN0

Keller, J. M. (1979). Motivation and instructional design: A theoretical perspective. Journal of Instructional Development, 2(4), 26–34. https://doi.org/10.1007/BF02904345

Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2. https://doi.org/10.1007/BF02905780

Keller, J. M. (2008). First principles of motivation to learn and e3-learning. Distance Education, 29(2), 175–185. https://doi.org/10.1080/01587910802154970

Keller, J. M. (2009). Motivational design for learning and performance: the ARCS model approach (1st ed). New York: Springer.

Keller, J. M. (2017). The MVP model: Overview and application. New Directions for Teaching and Learning, 2017(152), 13–26. https://doi.org/10.1002/tl.20265

Keller, J. M., & Suzuki, K. (2004). Learner motivation and e-learning design: A multinationally validated process. Journal of Educational Media, 29(3), 229–239.

Keller, J. M., & Syracuse Univ., N. S. of E. (1983). Use of the arcs model of motivation in teacher training. Idd&e working paper no. 10.

Li, K. (2017). Motivational design in chemistry MOOCs: Applying the ARCS model. in Online Approaches to Chemical Education (Vol. 1261, pp. 35–45). American Chemical Society. https://doi.org/10.1021/bk-2017-1261.ch003

Li, K., & Keller, J. M. (2018). Use of the ARCS model in education: A literature review. Computers & Education, 122, 54–62. https://doi.org/10.1016/j.compedu.2018.03.019

Loorbach, N., Peters, O., Karreman, J., & Steehouder, M. (2015). Validation of the instructional materials motivation survey (IMMS) in a self-directed instructional setting aimed at working with technology: Validation of the IMMS. British Journal of Educational Technology, 46(1), 204–218. https://doi.org/10.1111/bjet.12138

McMahon, M. (2013). Keller’s ARCS model. Research Starters: Education (Online Edition).

McQuain, B., Neill, M., Sammons, D., & Coffland, D. (2016). Using an appreciative inquiry approach to enhance intrinsic motivation in higher education courses. AI Practitioner, 18(4), 77–83. https://doi.org/10.12781/978-1-907549-29-8-13

Reynolds, K. M., Roberts, L. M., & Hauck, J. (2017). Exploring motivation: integrating the ARCS model with instruction. Reference Services Review, 45(2), 149–165. https://doi.org/10.1108/RSR-10-2016-0057

Zakrajsek, T. M. (2017). The MVP model as an organizing framework for neuroscience findings related to learning. New Directions for Teaching and Learning, 2017(152), 27–37. https://doi.org/10.1002/tl.20266