Using Arcs Model to Develop Motivational Web-Based English Instructional Materials for Learning Disabilities Students in Sabah

Abstract

This research and development study aims to create effective web-based instructional materials for learning English for Communication subject, enhancing students' enjoyment. It also investigates the influence of the ARCS model on motivation and learning outcomes of Form One learning disabilities students. Following the ADDIE model, the study utilized a mixed-methods approach with participants from three national secondary schools in Sabah. The analysis revealed that satisfaction, confidence, and inertia significantly predicted students' web enjoyment experience, while attention and relevance did not show significant effects. Satisfaction had a stronger impact than confidence. Implementing the ARCS model had a significant positive effect on motivation and learning outcomes for Form One learning disabilities students. Despite challenges, students showed high task completion and a sense of accomplishment. They expressed satisfaction with well-designed web-based materials and highlighted the positive impact of the social learning environment. The study provides strong evidence for the interrelationships between web-based learning, motivation, and learning outcomes, with implications for effective motivational strategies in distance learning, particularly for learning disabilities students.