EXAMINING POSITIVE MOTIVATIONAL INSTRUCTIONAL DESIGN STRATEGIES FOR A YOUTH PROJECT IN KENYA

Abstract

This study investigates instructional design strategies preferred by Kenyan youth, aged 18 to 35, in a training. Utilizing John Keller’s ARCS model of motivational design, the research employed a quantitative approach with structured questionnaires. Data were collected from 236 participants in the youth training. The findings revealed that “assessment” (Mean = 4.44), “certification” (Mean = 4.31), and “navigation freedom” (Mean = 4.26) were highly favored, while “badges” (Mean = 4.13) and “chat/discussion forums” (Mean = 3.91) were less popular. Micro-learning strategies, including “content breakdown” (Mean = 4.55), “short video clips” (Mean = 4.50), and “images/graphics” (Mean = 4.47), proved effective across age groups, with slight gender differences observed. The study underscores the significance of personalized learning approaches to enhance engagement and effectiveness in youth training. It also calls for further research into underutilized gamification features and gender-specific design, as well as mixed-methods studies for a comprehensive understanding of learner experiences.