Page 16 - International Perspectives on Effective Teaching and Learning in Digital Education

Maša Černelič-Bizjak and Sabina Ličen

plete assignments driven primarily by extrinsic motivation. Without adequate
educator support that emphasizes the value of e-learning, there is a risk that
students' motivation may decline into amotivation, as their online learning
experiences may lack sufficient motivational regulation (Fryer & Bovee, 16).
To increase learner motivation and engagement in both traditional and dig-
ital environments, Keller’s ARCS model (Keller, 1987) is widely used in instruc-
tional design. From the perspective of digital learning (Keller, 9), the ‘A’ in
Keller's ARCS model stands for ‘Attention’, which emphasizes the importance
of creating an engaging and attractive online or technology-enhanced en-
vironment. This involves considering the design elements, interactivity, and
presentation formats that capture and sustain learners' attention and curiosi-
ty. The visual appeal and interactive nature of digital platforms play a key role
in drawing learners in and keeping them motivated throughout the learning
process. The ‘R’ stands for ‘Relevance’, which involves ensuring that the content
is meaningful and applicable to learners' goals, needs, and interests. In digital
learning, this means creating content that connects with learners' prior knowl-
edge, future aspirations, or personal interests, and making it clear how the
material will benefit them in real-world situations. By aligning content with
the learners' objectives, digital platforms can maintain their engagement and
motivation throughout the learning process. The ’C’ stands for ’Confidence’,
which refers to ensuring that learners feel capable of successfully completing
the tasks or mastering the content. In digital learning, this involves designing
activities and providing feedback that build learners' belief in their own abili-
ties. When learners are gradually challenged in ways that match their skill lev-
el and receive positive reinforcement, they develop the confidence needed
to persist and succeed in their learning journey. The ’S’ stands for ’Satisfaction’,
which refers to ensuring that learners feel a sense of accomplishment and re-
ward after completing tasks or learning activities. In digital learning, this can
be achieved through positive feedback, recognition of achievements, and of-
fering opportunities for learners to apply what they've learned in meaningful
ways. By ensuring learners feel satisfied with their progress and outcomes,
digital platforms help sustain their motivation and encourage continued en-
gagement with the material. In digital learning, the satisfaction that learners
experience is crucial for sustaining motivation and engagement.
Recent studies emphasize that satisfaction in digital environments often
comes from a combination of well-designed technological platforms, inter-
active elements, and emotional engagement (Li et al., 3). For example, a
study published in 4 (Yin et al., 4) revealed that learning satisfaction is
not merely driven by a student’s adoption of new learning technology, but

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