Designing Motivational Communication: The ARCS+D Extension Model for Malay Proverbs Learning
Abstract
Motivation plays a critical role in shaping effective learning experiences, particularly within language education mediated through visual communication. While the ARCS Model (Attention, Relevance, Confidence, Satisfaction) has been widely recognised as a framework for enhancing learner motivation, limited attention has been given to the role of design as a strategic communicative component. This study addresses this gap by proposing the ARCS+D model, positioning design as an integral element in constructing motivational visual communication among Generation Alpha learners engaging with Malay proverbs. Adopting a qualitative approach, Focus Group Discussions (FGDs) were conducted with preschool learners to examine how visual elements and design principles influence engagement and interpretation. The findings reveal that design functions not merely as an aesthetic enhancement but as a core communicative mechanism that significantly strengthens attention, relevance, confidence, and satisfaction. In particular, visually driven formats, such as illustrated and interactive media, enhance the clarity and appeal of proverb-based content, transforming traditional text-based learning into a more engaging visual communication experience. The ARCS+D model reconceptualises motivation as a form of designed communication, where visual strategies mediate meaning-making and audience engagement (Lamour Sansone, 2015). This study contributes to media and communication scholarship by demonstrating how design-driven visual communication supports cultural knowledge transmission in contemporary learning environments, while advocating for visually enriched approaches that align with the communicative preferences of modern learners.
Keywords: Visual communication, ARCS model, motivation, Malay proverbs, culture.
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