Using the ARCS Model of Motivation to Design 9-12 CS Curriculum

Prateek Shekhar, Pramod Abichandani, Heydi L. Dominguez, Craig Iaboni, Kevin Alexander Nino

Research output: Contribution to journalConference articlepeer-review


This ongoing project provides an overview on the use of the Attention, Relevance, Confidence, Satisfaction (ARCS) model of motivation to design an Internet-of-Things themed curriculum for CS students in grades 9-12. The ARCS framework is used as a conceptual framework to unpack high school students' motivational influences in engineering/computer science project-based learning via a series of focus groups. Using the insights obtained from First and Second cycle coding based qualitative analysis, IoT-based CS curricular modules that align with Grades 9-12 Computer Science Teachers Association (CSTA) standards were developed. The curricular design centered around creating learner-focused scaffolding in project-based learning environments, improving the relevance of the classroom content with the real-world context that students have experiences in or are knowledgeable of, and stimulating intrinsic motivation in addition to extrinsic rewards.

Original languageEnglish (US)
JournalASEE Annual Conference and Exposition, Conference Proceedings
StatePublished - Jun 25 2023
Event2023 ASEE Annual Conference and Exposition - The Harbor of Engineering: Education for 130 Years, ASEE 2023 - Baltimore, United States
Duration: Jun 25 2023Jun 28 2023

All Science Journal Classification (ASJC) codes

  • General Engineering


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