This research and development study aims to create effective web-based instructional materials for learning English for Communication subject, enhancing students' enjoyment. It also investigates the influence of the ARCS model on motivation and learning outcomes of Form One learning disabilities students. Following the ADDIE model, the study utilized a mixed-methods approach with participants from three national secondary schools in Sabah. The analysis revealed that satisfaction, confidence, and inertia significantly predicted students' web enjoyment experience, while attention and relevance did not show significant effects. Satisfaction had a stronger impact than confidence. Implementing the ARCS model had a significant positive effect on motivation and learning outcomes for Form One learning disabilities students. Despite challenges, students showed high task completion and a sense of accomplishment. They expressed satisfaction with well-designed web-based materials and highlighted the positive impact of the social learning environment. The study provides strong evidence for the interrelationships between web-based learning, motivation, and learning outcomes, with implications for effective motivational strategies in distance learning, particularly for learning disabilities students.
Alamri, H. A., Watson, S., & Watson, W. (2021). Learning technology models that support personalization within blended learning environments in higher education. TechTrends, 65(1), 62-78.
Aravind, B. R., & Rajasekaran, V. (2021). Exploring Dysphasia Learners’ Vocabulary Acquisition through the Cognitive Theory of Multimedia Learning: An Experimental Study. International Journal of Emerging Technologies in Learning (IJET), 16(12), 263-275.
Çak?r, R. & Korkmaz, O. (2019). The Effectiveness of Augmented Reality Environments on Individuals with Special Education Needs. Education and Information Technologies, 24(2), 1631-1659
Campbell, C., & Sarac, B. (2018). The role of technology in language learning in the twenty-first century: Perspectives from academe, government, and the private sector. Hispania, 100(5), 77-84.
Çebi, A., Güyer, T. (2020). Students’ interaction patterns in different online learning activities and their relationship with motivation, self-regulated learning strategy and learning performance. Educ Inf Technol.
Gkora, Vana & Karabatzaki, Zoe. (2023). Motivation in Learning Disabilities and the impact of ICTs. 3. 14-26.
Heo, M., & Toomey, N. (2020). Learning with multimedia: The effects of gender, type of multimedia learning resources, and spatial ability. Computers & Education, 146, 103747.
Hurwitz, S., Cohen, E. D., & Perry, B. L. (2021). Special Education Is Associated With Reduced Odds of School Discipline Among Students With Disabilities. Educational Researcher, 50(2), 86–96. https://doi.org/10.3102/0013189X20982589
Ibrahim, Nur & Mohd Rusli, Nur & Shaari, Mohd & Nallaluthan, Kesavan. (2021). Oj-TP Persepsi Pelajar terhadap Aplikasi Multimedia Interaktif dalam Proses Pengajaran dan Pembelajaran Abad ke-21 Students' Perceptions of Interactive Multimedia Applications in the 21st Century Teaching and Learning Process. 6. 15-24. 10.30880/ojtp.2021.06.01.003.
Jdaitawi, M. & Kan'an, A. (2022). A Decade of Research on the Effectiveness of Augmented Reality on Students with Special Disability in Higher Education. Contemporary Educational Technology, 14(1), ep332.
Jdaitawi, M.T., Muhaidat, F., Alsharoa, A., Alshlowi, A., Torki, M., & Abdelmoneim, M. (2022). The Effectiveness of Augmented Reality in Improving Students Motivation: An Experimental Study. Athens Journal of Education.
Kellems, R., Eichelberger, C., Cacciatore, G., Jensen, M., Frazier, B., Simons, K., (2020). Using Video-based Instruction via Augmented Reality to Teach Mathematics to Middle School Students with Learning Disabilities”. Journal of Learning Disability, 53(4), 277-291.
Keller, John M. (1987) Development and use of the ARCS model of instructional design. Journal of instructional development 10, no. 3 (1987): 2-10.
Lacka, E., Wong, T. C., & Haddoud, M. Y. (2021). Can digital technologies improve students' efficiency? Exploring the role of Virtual Learning Environment and Social Media use in Higher Education. Computers & Education, 163, 104099.
Liu, X. (2022). The Effects of Tablet Use on Student Learning Achievements, Participation, and Motivation at Different Levels. International Journal of Technology-Enhanced Education.
Lopez-Fernandez, O. (2021). Emerging health and education issues related to internet technologies and addictive problems. International Journal of Environmental Research and Public Health, 18(1), 321.
M Liouni, A Stathopoulou, Y Salapata, A Drigas (2022). Emotional difficulties and posttraumatic stress disorder symptoms in children refugees & the role of ICTs: A case study in northern Greece borders Technium Social Sciences Journal 31, 213-227
Me?e, E. & Sevilen, Ç. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case study . Journal of Educational Technology and Online Learning , 4 (1) , 11-22.
Moidunny, K. (2009). The Effectiveness of the National Professional Qualifications forEducational Leaders (NPQEL). Unpublished doctoral Dissertation, Bangi: The NationalUniversity of Malaysia.
Mystakidis, S., Christopoulos, A., & Pellas, N. (2022). A systematic mapping review of augmented reality applications to support STEM learning in higher education. Education and Information Technologies, 27(2), 1883-1927.
Osadchyi, V. V., Valko, N. V., & Kuzmich, L. V. (2021). Using augmented reality technologies for STEM education organization. In Journal of Physics: Conference Series (Vol. 1840, No. 1, p. 012027). IOP Publishing.
Richey, R. C., & Klein, J.(2014). Design and Development Research: Methods, Strategies, and Issues, 1–44.
Rodríguez-Cano, S., Cuesta-Gómez, J. L., Delgado-Benito, V., & Fuente-Anuncibay, R. de la. (2022). Educational Technology as a Support Tool for Students with Specific Learning Difficulties—Future Education Professionals’ Perspective. Sustainability, 14(10), 6177. https://doi.org/10.3390/su14106177
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Schwartz, A. E., Hopkins, B. G., & Stiefel, L. (2021). The effects of special education on the academic performance of students with learning disabilities. Journal of Policy Analysis and Management, 40(2), 480-520.
Tsakiridou, Maria & Drigas, Athanasios. (2022). A review of stress on students with ADHD. the role of ICTs & mendal interventions to improve productivity. Technium Sustainability. 2. 39-57. 10.47577/sustainability.v2i5.7409.
Weng, C., Otanga, S., Christianto, S. M., & Chu, R. J.-C. (2020). Enhancing Students’ Biology Learning by Using Augmented Reality as a Learning Supplement. Journal of Educational Computing Research, 58(4), 747–770. https://doi.org/10.1177/0735633119884213
Wu, C. (2022). Using Video Modeling with Augmented Reality to Teach Students with Developmental Disabilities to Solve Mathematical Word Problems. Journal of Developmental and Physical Disabilities, 35, 487-507.
Yakubova, G., Defayette, M.A., & Chen, B.B. (2022). Mathematics Learning Through Online Video-Based Instruction for an Autistic Child. Journal of Autism and Developmental Disorders, 53, 2349 - 2361.
Yantraprakorn, P., Darasawang, P., & Wiriyakarun, P. (2018). Self-efficacy and Online Language Learning: Causes of Failure. Journal of Language Teaching and Research, 9(6), 1319-1329.
In-Text Citation: (Simol et al., 2023)
To Cite this Article: Simol, C. F. J., Yasin, M. H. M., & Mansor, A. Z. Bin. (2023). Using Arcs Model to Develop Motivational Web-Based English Instructional Materials for Learning Disabilities Students in Sabah. International Journal of Academic Research in Progressive Education and Development, 12(3), 163–176.
