ARCS-based tactics to improve students' motivation in computer programming course

Abstract

Most students find computer programming difficult subject, which frustrates them and affects their performance. In this paper, we present our experience of using ARCS model to improve students' motivation when learning computer programming. Different tactics were used to implement ARCS's four components: attention, relevance, confidence and satisfaction. A survey was used to determine the effectiveness of these tactics on students' motivation. Also, students' performance is compared with their peers' performance last year. It is found that these tactics make students highly motivated and interested in this subject, which ultimately improves their performance.