In this meta‐analysis, the aim is to determine the overall effect of the ARCS (attention, relevance, confidence, satisfaction) model of motivation on students‘ academic achievement, motivation, attention, relevance, confidence and satisfaction. Additionally, the effect of the model is analysed according to the learning environment in which the model is integrated, discipline area, education level and sample size. The primary studies included in the study were obtained from Web of Science, Scopus, Science Direct, ERIC and PsycARTICLE databases. A total of 38 controlled experimental studies in the form of peer‐reviewed articles were coded, resulting in 110 extracted effect size (ES). The sample size of the primary studies involves 8690 students from K‐12 (kindergarten to 12th grade) and higher education. Random‐effects model was used for overall ES, mixed‐effects model for categorical moderators and meta‐regression analysis for integer moderators. As a result of the study, it was determined that the overall effect of ARCS on achievement was at medium level (ES = 0.74) and the overall effect on motivation was at small level (ES = 0.43). ESs of achievement differed by the moderators of discipline and the ESs of motivation differed by the moderator of education level. There was not a significant relationship between the effect of ARCS on achievement and motivation, and moderator of sample size. Remarkable ESs have been obtained in the learning environment moderator related to the dependent variables of blended learning, robots, augmented reality; in the discipline moderator related to architecture, computer technologies, sciences and maths; in the level of education moderator related to undergraduate variables. In addition, very large ES related to the attention component of ARCS was obtained. The results obtained in this study do not represent the strength of the evidence, as it is based on the validity and reliability of primary studies.

中文翻译：

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ARCS动机模型是否会影响学生的成就和动机？荟萃分析

在本荟萃分析中，目的是确定ARCS动机模型（注意力，相关性，自信心，满意度）对学生的学业，动机，注意力，相关性，自信心和满意度的总体影响。此外，根据集成模型的学习环境，学科领域，教育水平和样本量来分析模型的效果。该研究中包括的主要研究来自Web of Science，Scopus，Science Direct，ERIC和PsycARTICLE数据库。总共进行了38项以同行评审文章形式进行的对照实验研究的编码，从而得出110个提取的效应量（ES）。初等教育的样本规模涉及8690名K-12（幼儿园至12年级）和高等教育的学生。随机效应模型用于总体ES，类别主持人的混合效果模型和整数主持人的元回归分析。研究结果表明，ARCS对成就的总体影响处于中等水平（ES = 0.74），对动机的总体影响处于较小水平（ES = 0.43）。成就的ES因学科的主持人而异，动机的ES因教育水平的主持人而异。ARCS对成就和动机的影响与样本量的主持人之间没有显着关系。在学习环境主持人中已经获得了与混合学习，机器人，增强现实的因变量有关的卓越ES。在与建筑，计算机技术，科学和数学有关的学科主持人中；在教育水平上与大学本科生变量有关。另外，获得了与ARCS的注意力成分有关的非常大的ES。本研究中获得的结果并不代表证据的充分性，因为它基于基础研究的有效性和可靠性。