Using Arcs Model to Develop Motivational Web-Based English Instructional Materials for Learning Disabilities Students in Sabah

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.


Introduction
The ARCS design by Keller (1987), discussed in this paper, emphasizes the importance of incorporating instructional strategies that enhance students' motivation by increasing their attention, relevance, confidence, and satisfaction.This design has been adapted to webbased instructional learning, specifically in English language education (Yantraprakorn et al., 2018).Furthermore, Marull and Kumar (2020) agree that the internet has provided valuable opportunities for learners to acquire English language skills through authentic interactions and genuine resources.While technology is being widely used for English teaching and learning, its potential as a support for students with learning disabilities (SLD) has not been extensively explored (Lopez-Fernandez, 2021).Hurwitz et al (2021) found that each student's level of intrinsic motivation influences their perception of success and enjoyment in online learning Additionally, Aravind & Rajasekaran (2021); Ryan & Deci (2020) found that motivation is an intrinsic desire that drives individuals to engage in an activity and can improve students' understanding and practice in the subject, including in the field of special education (Jdaitawi & Kan'an, 2022).Recent studies have shown that ICT has the potential to overcome limitations in teaching and learning for SLD (Medina-García et al., 2021;Schwartz et al., 2021).Therefore, it is crucial for SLD to acquire digital skills to navigate professional and everyday tasks effectively.Heo & Toomey's (2020) study highlights the successful development of digital skills and online instruction for special education students, emphasizing the importance of incorporating ICT competencies into the education and training of SLD (Ibrahim 2021).Well-designed web-based instructional materials can enable SLD to acquire modern education and necessary skills for the information age, as noted by (Wu, 2022;Yakubova et al., 2022).However, these students often exhibit reduced persistence in academic exercises due to a lack of motivation (Gkora & Karabatzaki 2023).Educational technology, when appropriately used, can enhance motivation, attention performance, and engagement across all disciplines (Jdaitawi et al., 2022;Liu, 2022).It has been found that student engagement intensity correlates positively with pleasure in learning, motivation, and learning outcomes (Cebi & Guyer, 2020).Agreed by Mystakidis et al (2022), motivation and learning have a reciprocal relationship in building knowledge and understanding skills, and research on motivation has been extensively conducted in traditional education settings.
To effectively support students' learning needs, there is an ongoing debate on how to integrate computer technologies into special education classrooms (Tsakiridou & Drigas, 2022;Liouni et al., 2022).However, research on motivation to learn in an online context, especially for students with SLD, is limited in both quantity and scope (Meşe & Sevilen, 2021).Nevertheless, incorporating elements that increase online learning motivation and activate engagement in virtual classrooms is essential.The attention component of the ARCS model is crucial in determining student motivation in the virtual classroom.Therefore, instructional plans should consider and incorporate motivation to enhance the appeal of courses and accommodate individual differences (Lacka & Haddoud, 2021).

Methodology
This study adopted the Type 1 in Design and Development Research (DDR) methodology, which focuses on module or product development.It uses the ADDIE model.The integration of ADDIE and ARCS models in instructional design and development is crucial for ensuring the effective incorporation of technology in education.While ADDIE provides a general process for developing educational materials, the specific applications of the ARCS model can enhance motivation and engagement among learners.The ADDIE's instructional design model was applied for this study since it is based on behaviourism, an idea developed by Richey & Klein (2014) to design a learning system.Additionally,this study employs a technique called purposeful sampling to select the participants and the settings.Purposeful sampling, an anthropological approach, allowed researchers to interact directly with the participants in the study, facilitating the exploration of meaning in the research context.The participants were Form One SLD in national secondary school with Special Education Integrated Programme (SEIP) at Kota Kinabalu, Kota Belud and Penampang, Sabah.They were selected to match the criteria of the study and the goal is to develop an understanding of the situation being studied.Data analysis involved organizing the survey responses using descriptive statistics and frequency analysis to address the research objectives.Mean scores were interpreted as a measure of participants' overall responses and based on Moidunny (2009) mean score interpretation (as shown in Table 1).This quantitative study utilized face-to-face questionnaires to gather data from Form One SLD.The data gathered from this study was analysed using the 26 th version of SPSS software used for data analysis to get descriptive statistic (frequency, percentage and mean).3) is the first element of ARCS model and sets the motivational strategy for the students.This construct comprises fifteen (15) items that represent the level of attention.Motivation in online courses has been receiving attention in recent years (Alamri et al., 2021).As shown in Table 3, the learners' attention was captured when different formats of instruction were applied.The level of students' attention with WBEI materials showed significantly high values, ensuring the success of the learning process.In a similar vein, Weng et al (2020) observed that the engaging and interactive elements of online learning enhance students' motivation in the classrooms.The level of students' learning achievement directly correlates with their motivation to learn, thanks to the incorporation of attractive interfaces and diverse multimedia elements into this learning method, making it distinct from traditional approaches.This is due to incorporation of attractive interfaces and diverse multimedia elements into this learning method makes it distinct from traditional approaches.While, Table 7 shows a multivariate regression coefficient for predicting web enjoyment experience which employed as dependent variable.Sociodemographic factors and motivation constructs such as gender (female), ethnicity (Malay, Chinese, Indian), learning disabilities (down syndrome, autism, cerebral palsy, inertia or slow learner, dyslexia), motivation constructs (attention, relevance, confidence, and satisfaction) were used as independent variables.

Result
The model was statistically significant, with an R 2 of .227,which quantifies the proportion of variance in the dependent variable determined by the independent variables.According to the coefficients table (Table 7), satisfaction, confidence, and inertia (slow learner) were the three statistically significant predictor variables The results indicated that satisfaction, confidence, and inertia (slow learner) were the best variables in predicting the students' web enjoyment experience, with R 2 =.227 and R 2 adj=.110.The F-statistics was 1.946, with p < .05.
The negative sign of β for the confidence variable indicates that individuals with higher levels of confidence are more likely to have a lower level of web enjoyment experience.However, the other two motivation variables, Attention and Relevance, did not show a significant effect on enjoyment experience in this study.The researcher examined the instructional design that affects motivation in the WBEI materials.All hundreds of Form One SLD (N=100) confirmed that WBEI materials have the potential to support and motivate them to become self-directed in learning.This finding aligns with the research by Rodríguez-Cano et al (2022), where virtually all participants stated that the use of educational technology increases students' motivation to learn (98.46%).Moreover, eight out of ten believe that it favours the autonomy of students, as the tools can be adapted to the needs of each student in a personalized way and help overcome the limitations derived from these difficulties.
On the other hand, the Satisfaction level has a significant effect on the enjoyment experience among these learning disabilities students, compared to Confidence.Additionally, based on the analysis, it was found that inertia (slow learner) students are less likely to enjoy using the developed learning website.The researcher examined the instructional design that affects motivation in the WBEI materials.All hundreds of Form One SLD (N=100) confirmed that WBEI materials have a potential to support and motivate them to become self-directed in learning.This finding aligns with the research by Rodríguez-Cano et al (2022), where virtually all participants stated that the use of educational technology increases students' motivation to learn (98.46%).Moreover eight out of ten believe that it favours the autonomy of students, as the tools can be adapted to the needs of each student in a personalized way and help overcome the limitations derived from these difficulties.
Thus, this research provides significant theoretical and contextual contributions to the field of education, particularly in the context of web-based learning for students with learning disabilities.The study highlights the effectiveness of incorporating the ARCS model to enhance motivation and learning outcomes, underscoring the importance of students' satisfaction, confidence, and intrinsic motivation in the online learning experience.It emphasizes the role of social learning environments in fostering collaboration and trust among learners, supporting knowledge-sharing and peer support.Furthermore, the research underscores the interconnectedness between web-based learning, motivation, and learning outcomes, providing valuable insights for educators and policymakers in designing inclusive and effective web-based interventions for learners with diverse needs.Table 8 below presents the significant conclusions and contributions of a motivational WBEI materials that was developed to align with the theoretical and contextual considerations, particularly benefiting SLD.

Summary
The study's findings demonstrated a positive outcome, with learners achieving a very high level of task completion and assignment fulfilment, despite facing certain difficulties.This sense of accomplishment among learners was reported as gratifying.Learners' satisfaction is considered crucial in the motivational strategies applied, as it helps identify any potential issues in the web-based instructional materials.The well-designed elements of WBEI materials were well-received by learners, who appreciated them as valuable learning support in their English for Communication lessons.The social learning environment also received positive as learners found it conducive for building trust among peers and improving their learning experiences.
The inferential analysis carried out through multivariate regression provided strong evidence of the interrelations between the web-based learning experience and its impact on learners' motivation, as guided by the ARCS motivation model.The study revealed statistically significant and positive results, demonstrating the effectiveness of the formative evaluation conducted.
In conclusion, the research demonstrates the potential of web-based learning methods in increasing learners' motivation and acceptance of the new norm in virtual classrooms.The ARCS motivation model played a significant role in enhancing learners' engagement and overall learning experience, contributing to the positive outcomes achieved in this study.

Table 3
Level of Attention on ** Full details of Item 1 -Item 15 are presented in Appendix A (i) Attention component (Table

Table 4
Level of Relevance on (Campbell & Sarac, 2018)1 -Item 9 are presented in Appendix A (ii)The second construct of ARCS involved nine (9) items representing level of Relevance described in the table above.As shown in Table4, the WBEI materials provide information aligned with the English syllabus for Form One Secondary School Standard Curriculum in the context of Special Education settings.Additionally, students find it easy to contact the site's author (M=4.47,SD=.674),indicating a user-friendly approach to communication.The relevance of the learning goals and content is very clear (M=4.46,SD=.673),and the materials offer options for creating assignments (M=4.46,SD=.673),ensuringdiverselearningmethods(M=4.31,SD=.706).Moreover, it grants access to educational activities and learning opportunities(Campbell & Sarac, 2018), potentially overcoming limitations in teaching and learning for students with learning disabilities.The content designated in WBEI materials proves suitable for the intended audience (M=4.31,SD=.706),whichalignswith the findings of Çebi and Güyer (2020), who identified a positive correlation between students' engagement with course material intensity and their motivation.The high degree of relevance to courses indicates a crucial element in making instruction responsive to the interests and needs of students with learning disabilities using WBEI materials (M=4.44;SD=.673),asalsoobserved inRodríguez-Cano et al (2022), where 75% of participants strongly agreed that educational technology can equalize students' abilities concerning the same content.
** Full details of Item 1 -Item 9 are presented in Appendix A(iii)This construct involved nine (9) items representing level of Confidence as described in the Table5.The mean scores and standard deviations for each item are as follows.As shown in Table5, learners felt confident due to the opportunity to be more independent in learning.Besides that, students confidence as WBEI materials provides self -assessment tools (quizzes)(M= 4.73, SD= .446)andexpressed a "conquerable" challenge (M= 4.67, SD= .551)thatcanincreasesprofessionalknowledge in communication (M= 4.66, SD= .555).The WBEI materials instill confidence in students to succeed in English for Communication subject (M= 4.65, SD= .575)through the incorporation of clearly stated learning goals (M= 4.64, SD= .560)andopportunitiesforacquiringnewskills(M= 4.48, SD= .659),whichencouragethem to perform well.The level of confidence significantly contributes to the evaluation of the usability and feasibility of WBEI materials (M=4.65,SD=.552)Table6Level of Satisfaction on Web-Based English Intructional Materials (N=100) ** Full details of Item 1 -Item 7 are presented in Appendix A (iv) This construct involved seven (7) items representing level of Satisfaction described in the Table6.The mean score and standard deviation by items can be referred as follows.Table6shows the level of satisfaction gained by the learners while using WBEI materials as a support of their learning motivation.The easiest element of the ARCS model to satisfy is most often

Table 8
Major Conclusions and Contributions Item Statement 1 eclearnings.comgives confidence to succeed in English for Communication subject.2 eclearnings.comencourages to perform well in English for Communication subject.