The quality and design of instructional materials are fundamental in shaping learners’ motivation, engagement, and learning outcomes in Massive Open Online Courses (MOOCs). This study aims to examine the quality of instructional materials on learners' motivation in MOOCs through the lens of the ARCS Model by John Keller, focusing on Attention, Relevance, Confidence, and Satisfaction. By analysing learners’ perceptions and preferences, this research seeks to offer valuable insights into optimizing instructional materials to enhance motivation, engagement, and overall learning effectiveness. The study adopted a quantitative research method to assess the motivation levels of 42 MOOC learners using the Instructional Materials Motivation Survey (IMMS). Results indicated that the participants exhibited positive motivation levels, suggesting that the instructional materials effectively captured their interest and supported their learning experiences. Furthermore, learners expressed overall satisfaction with the quality and presentation of the content provided in the MOOCs. Despite the positive feedback, participants also highlighted areas for enhancement, particularly the need for more interactive elements to sustain engagement. Additionally, some learners recommended greater flexibility in content delivery, ensuring that materials cater to diverse learning preferences. These findings underscore the imperative need for continuous refinement of instructional materials in MOOCs to sustain learner motivation, maximize engagement, and foster a more immersive and effective learning environment. By addressing these critical aspects, MOOC providers can significantly enhance learner experiences and drive academic success in the digital learning landscape.