Motivating Students With Humorous One-Point Videos

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Simon Thollar, Hokkaido Information University


Much of the literature and published research on L2 motivation has moved its focus from promoting motivation to avoiding demotivation. Some evidence appears quite convincing that teachers are responsible for demotivating learners, but learner-centered intrinsic motivation also needs to be considered. Keller’s ARCS model was applied as a way to provide a systematic motivational design process to the construction and application of a humorous series of short, one-point English learning videos and online exercises. To evaluate the effectiveness of the series, a pilot survey containing eight questions was given to 14 students acting as testers. The results of the study show that 93% of the students enjoyed the activity and 86% reported experiencing positive learning outcomes from using the video series.