Digital communication and self-service efficiency: The role of ARCS motivational model in educational support services
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Abstract
The objectives of this research were: 1) to investigate the levels of perception towards digital communication based on the ARCS model and self-service efficiency among freshmen; and 2) to analyze the influence of digital communication components according to the ARCS model on self-service efficiency. This quantitative study employed a survey method, with a sample of 558 first-year undergraduate students at Prince of Songkla University, Hatyai Campus, academic year 2025, selected through a convenience sampling technique. The research instrument was an online questionnaire validated for content validity and reliability. Data were analyzed using descriptive statistics and Multiple Linear Regression (MLR).
The findings revealed that new students perceived digital communication based on the ARCS model and self-service efficiency at a high level. Regression analysis indicated that all four components of the ARCS model significantly predicted and explained 75.7% of the variance in self-service efficiency (Adjusted R2 = .757, p < .05). Specifically, Confidence was identified as the most influential factor, followed by Satisfaction, Relevance, and Attention, respectively.
The results reflect that digital communication design focusing on psychological empowerment through the ARCS model, particularly in enhancing user confidence, plays a vital role in the success of self-service systems. These insights can be applied as a communication innovation to enhance the quality of public services and sustainably improve student experiences in the digital era of higher education.
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