The Effects of ARCS on the Acceptance of Online Learning Environments During the Novel Coronavirus Pandemic: A Structural Regression Analysis

Abstract

Although the use of online learning environments has been increasingly integrated into teaching and learning of university students worldwide, the global pandemic COVID-19 has urged almost the exclusive use of these environments for at least temporary periods. Since there may be situations that disrupt the efficiency of education-teaching environments such as a pandemic, it is expected that university teaching will continue either in a mixed-mode combining face-to-face and online learning or in some cases by online learning only. Hence, it is essential to assess the acceptance of online environments by university students. This study assesses the effect of motivation on the acceptance of such environments. It concentrates on examining the effect of motivation regarding teaching materials on the acceptance of online learning environments. For this, while the motivation concept related to the teaching materials is based on the Attention, Relevance, Confidence, Satisfaction model developed by Keller (1987), the acceptance of online learning environments is based on the Technology Acceptance Model developed by Davis (1989). The results obtained are discussed within the framework of the relevant literature.