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Ten women engineering students were interviewed and analyzed using the attention, relevance, confidence, and satisfaction (ARCS) model to address two research questions on experience perception and dominant ARCS motivational categories. Online format affected perceptions of academic plans, learning styles, learning environments, peer learning, and satisfaction, with confidence and attention as most influential categories.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/motivational-design-for-inclusive-digital-learning-for-women-college-engineering-students-stem-online-learning/600349/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/motivational-design-for-inclusive-digital-learning-for-women-college-engineering-students-stem-online-learning/600349.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about women college engineering students during COVID-19?","Question",{"text":112,"@type":113},"It examines students’ perceptions of online STEM learning and the factors that influence their learning motivation during the COVID-19 period.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the students’ motivation factors analyzed in the study?",{"text":117,"@type":113},"Interviews with ten women engineering students were analyzed using the ARCS motivational design model (attention, relevance, confidence, satisfaction).",{"name":119,"@type":110,"acceptedAnswer":120},"Which ARCS categories were most influential in shaping learning motivation?",{"text":121,"@type":113},"The findings indicate that confidence and attention were the most influential categories for women students’ motivation in online STEM learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600349,1792189502,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","OPEN ACCESS  \nResearch Article  \nContemporary Educational Technology, 2024, 16(1), ep489 ISSN: 1309-517X (Online)  \nMotivational design for inclusive digital learning: Women college engineering students’ motivation for online STEM learning  \nJung Sun Sung 1*  \n 0000-0002-9236-368X  \nWen-Hao David Huang 1  \n 0000-0002-0498-7485  \n1 College of Education, University of Illinois Urbana-Champaign, Champaign, IL, USA  \n* Corresponding author: [jungsung@illinois.edu](jungsung@illinois.edu)  \nCitation: Sung, J. S., & Huang, W.-H. D. (2024) . Motivational design for inclusive digital learning: Women college engineering students’ motivation for online STEM learning. Contemporary Educational Technology, 16(1), ep489 .  \n[https://doi.org/10.30935/cedtech/14047](https://doi.org/10.30935/cedtech/14047)  \nARTICLE INFO ABSTRACT  \n\n| Received: 22 Sep 2023\u003Cbr>Accepted: 29 Nov 2023 | This study identifies women college engineering students’ perception of online Science, technology, engineering, and mathematics (STEM) learning and factors that influence their learning motivation during the COVID-19 period. By conducting interviews with ten women engineering students and applying attention, relevance, confidence, and satisfaction (ARCS) model, this study aims to answer two questions: (1) How did women college engineering students perceive their experience with online STEM learning during the pandemic? (2) What category/categories based on ARCS motivational design model primarily account for women college engineering students’ learning motivation with online STEM learning during the pandemic?\u003Cbr>The results show that the online learning format influenced women college engineering students’ perception regarding their academic plans, learning styles, learning environments, peer learning, and learning satisfaction. The most influential categories from ARCS model were‘confidence’ and ‘attention’. Findings suggest that the online STEM learning format influenced women college engineering students’ learning motivation. The online format led to (1) low expectations for attention category when analyzed using ARCS model,(2) anticipation of more self-control, and (3) a desire for more peer interactions in their online STEM learning.\u003Cbr>As students would have new expectations for the role of online learning due to their experience during the pandemic, assessing women students’ emerging motivational needs for STEM online learning is critical in developing a more inclusive instructional system design process in the future.\u003Cbr>Keywords: motivation, motivational design, STEM, women engineering, online learning, inclusive design |\n| --- | --- |\n| INTRODUCTION |  |\n\nScience, technology, engineering, and mathematics (STEM) occupations account for more than 6.0% of all jobs in the USA, providing the foundation for the nation’s competitiveness in the global arena (United States Census Bureau, 2021; McEntee, 2020) . If the boundary of STEM related occupations is widened to include electricians, licensed nurses, military, etc., 67.0% of all jobs in this country and 69.0% of GDP can be directly attributed to STEM professions.  \nTraditionally however, number of women in the STEM has been low, and while this has improved over the years, still more than 73.0% of all STEM workers are male. In particular, women workforce has not increased in computer and engineering occupations, which serve 80.0% of STEM jobs. Women received only 20.0% of  \nbachelor’s degrees in engineering and computer science between 2017 and 2018 academic year (Roy, 2019) . To address this issue, efforts to increase women students in STEM fields in the higher education setting are perceived to be an important issue and have been widely studied.  \nIt should be noted that online learning is of critical importance for women college students in STEM as women tend to enroll in higher numbers for online courses compared to their male counterparts, and this is even more pronounced for STEM courses when directly co","cbCaipjhkn1sYl3v","https://ap.wps.com/l/cbCaipjhkn1sYl3v","pdf",339239,17,"English","# Abstract\n# Introduction","[{\"question\":\"What does the study investigate about women college engineering students during COVID-19?\",\"answer\":\"It examines students’ perceptions of online STEM learning and the factors that influence their learning motivation during the COVID-19 period.\"},{\"question\":\"How were the students’ motivation factors analyzed in the study?\",\"answer\":\"Interviews with ten women engineering students were analyzed using the ARCS motivational design model (attention, relevance, confidence, satisfaction).\"},{\"question\":\"Which ARCS categories were most influential in shaping learning motivation?\",\"answer\":\"The findings indicate that confidence and attention were the most influential categories for women students’ motivation in online STEM learning.\"}]","Motivational design for inclusive digital learning for women college engineering students - STEM online learning | PDF",1792090512,43]