The Impact of ARCS Motivation Strategies through Digital Learning Tools on Online Learning Continuance Intention and Achievement: The Mediating Role of Course Satisfaction

Objectives The study aimed to examine the mediating role of course satisfaction between motivation strategies and learning effects by applying structural equation modeling. Methods 310 undergraduates using digital learning tools in an online class participated in this study. While the students attended a synchronous online class, they participated in motivational activities using digital learning tools throughout the semester and were asked to answer surveys in the last week of the semester. The suitability of the measurement model was evaluated through confirmatory factor analysis using the measured variables, and the structural model and indirect effects were tested. Results The analyses revealed the effectiveness of motivation strategies on course satisfaction and the indirect effects of motivation strategies on learning continuation intention and achievement. The Attention, Relevance, and Satisfaction strategies positively influenced learning effects, mediated by course satisfaction, but the Confidence strategy had no significant impact. The Attention strategy showed the strongest indirect effect on learning effects, while the Satisfaction strategy showed the weakest effect. Conclusions The results supported the ARCS model's impact and confirmed the paths between motivational processing and outcome processing. The importance of motivational strategies and course satisfaction was highlighted to promote learning effects, suggesting the need for instructional methods to enhance positive learning outcomes. In addition, the usefulness of digital learning tools in ARCS motivational activities was discussed.