A pls-sem approach to understand ARCS, mcclellands, and SDT for the motivational design of online learning system usage in higher education

Abstract

This study aims to test the structural models of several integrated motivational constructs empirically. The motivational construct refers to three theoretical models: Attention-Relevance-Confidence-Satisfaction (ARCS), McClelland’s needs, and Self-Determination Theory (SDT). Data were collected from lecturers and students as respondents at two universities in Makassar, Indonesia. Data analysis employed quantitative methods. Data were presented using structural equation modeling (SEM) with the help of PLS version 3 software. The results obtained indicated that the need for achievement construct from the McClellands needs theory and the relatedness construct from SDT theory were constructs that directly impacted the motivation to use online learning, both according to lecturers and students. Meanwhile, the construct of ARCS model in this study did not directly influence the motivation to use online learning in universities. However, it was influenced by other variables. The final results of this study can only prove two motivational theories with constructs that have a direct positive impact on the motivation to use online learning in higher education.