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Attention, relevance, confidence, and satisfaction motivation model in mathematics education: a systematic literature review

International Journal of Evaluation and Research in Education (IJERE) · Vol. 14 No. 2 (2025) · hlm. 1506–1517

DOI
10.11591/ijere.v14i2.31597
ISSN
2620-5440, 2252-8822
Terbit
2025-04-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

With the aims to find out how the attention, relevance, confidence, and satisfaction (ARCS) motivation model was applied into mathematics education; what research methods were used; and what outcomes were reported in these empirical studies, this paper systematically reviewed the empirical studies applied the ARCS motivation model into mathematics education trends on 2013-2023. Among 26 articles identified, the findings of this review indicated that the data from several contexts support the applicability of the ARCS model in diverse environments for mathematics learning, across different stages students, and in various nations. Three dimensions of the role of the ARCS model in mathematics education studies are identified: instructional design; theoretical framework; and measurement tool. Quantitative method was used most, and experimental studies and quasi-experimental studies were the main methods. Three types of outcomes were mainly focused on the past empirical studies: affective outcomes, cognitive outcomes, social outcomes. The findings highlighted the prospective paths that this area of research should pursue.

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18 penulis · 50 tautan kepenulisan bersama · 6 lintas organisasi

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  • University of Technology Malaysia
  • Sokoto State University
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
  • Garis lebih tebal = lebih banyak artikel bersama · lingkaran lebih besar = lebih banyak artikel
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Rekan penulisOrganisasiArtikel bersama
Abdul Halim AbdullahUniversity of Technology Malaysia2
Sharifah Binti OsmanUniversity of Technology Malaysia2
Nor Hasniza IbrahimUniversity of Technology Malaysia2
Nurul Adibah Khairiyah Mohd NorUniversity of Technology Malaysia1
Yudariah Mohammad YusofUniversity of Technology Malaysia1
Nurul ShidaUniversity of Technology Malaysia1
Muhammad Abd Hadi BunyaminUniversity of Technology Malaysia1
Aliyu GarbaSokoto State University1
Muhammad Nasiru HassanSokoto State University1
Johari SurifUniversity of Technology Malaysia1
Chuzairy HanriUniversity of Technology Malaysia1
Mangai Solomon MahananUniversity of Technology Malaysia1
Muhammad Khairul Arif Bin AhamadUniversity of Technology Malaysia1
Nur Sahrizan SermanUniversity of Technology Malaysia1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Attention, relevance, confidence, and satisfaction motivation model in mathematics education: a systematic literature review</dc:title>
	<dc:creator>Mengyao, He</dc:creator>
	<dc:creator>Ismail, Zaleha</dc:creator>
	<dc:creator>Ismail, Norulhuda</dc:creator>
	<dc:creator>Xueting, He</dc:creator>
	<dc:subject xml:lang="en-US">Literature review; Mathematics achievement; Mathematics education; Motivation; The ARCS model</dc:subject>
	<dc:description xml:lang="en-US">With the aims to find out how the attention, relevance, confidence, and satisfaction (ARCS) motivation model was applied into mathematics education; what research methods were used; and what outcomes were reported in these empirical studies, this paper systematically reviewed the empirical studies applied the ARCS motivation model into mathematics education trends on 2013-2023. Among 26 articles identified, the findings of this review indicated that the data from several contexts support the applicability of the ARCS model in diverse environments for mathematics learning, across different stages students, and in various nations. Three dimensions of the role of the ARCS model in mathematics education studies are identified: instructional design; theoretical framework; and measurement tool. Quantitative method was used most, and experimental studies and quasi-experimental studies were the main methods. Three types of outcomes were mainly focused on the past empirical studies: affective outcomes, cognitive outcomes, social outcomes. The findings highlighted the prospective paths that this area of research should pursue.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2025-04-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US"></dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/31597</dc:identifier>
	<dc:identifier>10.11591/ijere.v14i2.31597</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 14, No 2: April 2025; 1506-1517</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v14i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/31597/14426</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2025 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
</oai_dc:dc>