Enhancing Music Learning Motivation: An ARCS-Based Curriculum

Shan-Ken Chien; Yu-Chi Chou

doi:10.35745/ijssai2025v05.03.0015

Research Article

Enhancing Music Learning Motivation: An ARCS-Based Curriculum

Shan-Ken Chien ¹ ^* , Yu-Chi Chou ²

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¹ Center for General Education and Master Program in Music Industry, Chung Yuan Christian University, Taoyuan City 320314, Taiwan² Department of Special Education, Chung Yuan Christian University, Taoyuan City 320314, Taiwan^* Corresponding Author

International Journal of Social Sciences and Artistic Innovations, 5(3), September 2025, 35-43, https://doi.org/10.35745/ijssai2025v05.03.0015

Submitted: 26 October 2024, Published: 30 September 2025

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ABSTRACT

We developed a Music Learning Motivation Curriculum (MLM) Curriculum based on Keller’s ARCS Model of Motivation for a general music course. The curriculum incorporates the model’s four components: Attention, Relevance, Confidence, and Satisfaction. Each lesson integrates these components to enhance student motivation. This article describes a twelve-lesson curriculum designed for implementation in a university general music education classroom. It analyzes results from the self-adapted Music Lesson Content Motivation Survey (based on Keller’s Instructional Materials Motivation Survey, or IMMS), administered at the course’s conclusion. Results from a three-question course learning survey administered after each lesson are also included.

Keywords: College service-learning, Music literacy, Narrative skills, Students with special needs, General music education

CITATION (APA)

Chien, S.-K., & Chou, Y.-C. (2025). Enhancing Music Learning Motivation: An ARCS-Based Curriculum. International Journal of Social Sciences and Artistic Innovations, 5(3), 35-43. https://doi.org/10.35745/ijssai2025v05.03.0015

REFERENCES

Cox, J. (2007). Curriculum Design and Development in Higher Music Education; Brussels, Belgium: Association Européenne des Conservatoires.
Ji, L. (2020). The compatibility between aesthetic theory and Taiwan’s 12-year curriculum. Journal of Music Education Research, 15(2), 45–60.
Keller, J.M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2–10.
Keller, J.M. (2006). Motivation and Performance; Cambridge, MA, USA: Academic Press.
Keller, J.M. (2010). Motivational Design for Learning and Performance: The ARCS Model Approach; New York, NY, USA: Springer.
Li, K., & Keller, J.M. (2018). Use of the ARCS model in education: A literature review. Computers & Education, 122, 54–62. https://doi.org/10.1016/j.compedu.2018.03.019
Mellizo, J. (2020). Music education, curriculum design, and assessment: Imagining a more equitable approach. Music Educators Journal, 106, 57–65. https://doi.org/10.1177/0027432120917188
Reimer, B. (2003). A Philosophy of Music Education: Advancing the Vision, 3rd ed.; Upper Saddle River, NJ, USA: Prentice Hall.
Tien, K.Y. (2020). Exploring the Effects of ARCS Model for Military Ethics Course on Cadets’ Learning Motivation. Journal of General Education: Concept & Practice, 9, 95–141. https://doi.org/10.6427/JGECP.202103_9(1).0003
Wang, Y.H. (2022). The Effect of ARCS Motivation Model on Improving Students’ Learning Motivation and Learning Anxiety in the Programming Course. Contemporary Perspectives on General Education, 4, 64–76.

[1] Cox, J. (2007). Curriculum Design and Development in Higher Music Education; Brussels, Belgium: Association Européenne des Conservatoires.

[2] Ji, L. (2020). The compatibility between aesthetic theory and Taiwan’s 12-year curriculum. Journal of Music Education Research, 15(2), 45–60.

[3] Keller, J.M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2–10.

[4] Keller, J.M. (2006). Motivation and Performance; Cambridge, MA, USA: Academic Press.

[5] Keller, J.M. (2010). Motivational Design for Learning and Performance: The ARCS Model Approach; New York, NY, USA: Springer.

[6] Li, K., & Keller, J.M. (2018). Use of the ARCS model in education: A literature review. Computers & Education, 122, 54–62. https://doi.org/10.1016/j.compedu.2018.03.019

[7] Mellizo, J. (2020). Music education, curriculum design, and assessment: Imagining a more equitable approach. Music Educators Journal, 106, 57–65. https://doi.org/10.1177/0027432120917188

[8] Reimer, B. (2003). A Philosophy of Music Education: Advancing the Vision, 3rd ed.; Upper Saddle River, NJ, USA: Prentice Hall.

[9] Tien, K.Y. (2020). Exploring the Effects of ARCS Model for Military Ethics Course on Cadets’ Learning Motivation. Journal of General Education: Concept & Practice, 9, 95–141. https://doi.org/10.6427/JGECP.202103_9(1).0003

[10] Wang, Y.H. (2022). The Effect of ARCS Motivation Model on Improving Students’ Learning Motivation and Learning Anxiety in the Programming Course. Contemporary Perspectives on General Education, 4, 64–76.