• Title/Summary/Keyword: ARCS 모형

Search Result 25, Processing Time 0.032 seconds

The Effects of ARCS Model Based Instruction and Cognitive Style on Learning Motivation and Learning Achievement in Computer Education (전산수업에서 ARCS 모형이 인지양식에 따라 학습동기와 학업성취도에 미치는 영향)

  • Kim, Sung-Wan;Yoon, Joung-Sung
    • The Journal of Korean Association of Computer Education
    • /
    • v.9 no.5
    • /
    • pp.1-11
    • /
    • 2006
  • This study aims at identifying what effect ARCS model based instruction and cognitive style have on learning motivation and achievement in computer education. In order to accomplish this goal. 70 high school students were randomly allocated into the experiment group and the control group. And each group was divided into field-independent group and field-dependent group. The results were as follows. First, post test of learning motivation among four groups showed that mean differences were statistical significant. Especially 'ARCS model based instruction-field independent group got higher score than 'traditional instruction field dependent' group. Second, post test of learning achievement showed no significant mean difference among four group. The result of the pre and post test difference analysis showed that the change scores of means were significantly different.

  • PDF

The Effects of ARCS Model on Learning Motivation and Academic Achievement in Home Economics Lesson (중학교 가정과 수업에서 ARCS 동기 모형 적용이 학습 동기 및 학업 성취도에 미치는 영향)

  • Choi Myoung-Sook;Kim Kyung-Sook
    • Journal of Korean Home Economics Education Association
    • /
    • v.17 no.3 s.37
    • /
    • pp.109-121
    • /
    • 2005
  • The Purpose of this research was to find out differences in motivation and achievement by gender between traditional group and ARCS group. The subjects were 217 first graders in six different classes from a middle school in Daegu. Each Class had Five lessons during 5 weeks. The collected data were analyzed using descriptive statistics, ANOVA and ANCOVA by SPSS 10.0 program. The results of this study are as follows : First, the ARCS group showed significantly higher score than the control group in motivation. But no significant difference was found between boys and girls and in interactive effects. Statistically significant differences were found in three factors of motivation - attention, relevance and satisfaction - from the ARCS model, but no significant difference in confidence. Second, there was no significant difference in students' achievement.

  • PDF

Validity Verification of ARCS Evaluation Models for Promoting University Students' Learning Motivation (대학생의 학습동기 촉진을 위한 ARCS 평가모형의 타당화 검증)

  • Kim, Mi-Rye
    • The Journal of the Korea Contents Association
    • /
    • v.17 no.12
    • /
    • pp.77-91
    • /
    • 2017
  • Due to the lack of learning motivation, there is a need to seek ways to facilitate learning incentives because it's causing drop out and maladjustment of university life. This study is to examine whether the ARCS evaluation model developed by Keller (1983) is a valid model for evaluating the motivation level of local university students sample 276(male 116, female 157) in the Republic of Korea. To analyze the data, average statistic, one-way ANOVA and confirmative factor analysis were used. The conclusion of this study is as follows. First, the level of motivation per ARCS factor has demonstrated the highest relevance factor. Second, the level of motivation by the ARCS for the 1st and 3rd graders was appropriate. Differences in 'attention' and 'relevance' have only been observed for each year, and the 1st grade group was found to be larger than the 2nd grade cohort. Third, construct validity and convergent validity were obtained for measuring the level of motivation. The results of the verification of the variables also showed that the AVE and CR were met, and the model fit well was satisfactory. Based on the finding results, discussion and implication for further research were suggested.

Development of the Teaching Materials Based on the ARCS Motivation Model in Chemistry Experiments Subject (화학실험 교과목에서 ARCS 동기모형을 적용한 교수자료 개발)

  • Park, Sun-Hee;Kim, Hyung-Su;Yoon, Kee-Jong
    • Journal of Engineering Education Research
    • /
    • v.13 no.3
    • /
    • pp.87-95
    • /
    • 2010
  • The purpose of this study is to develop and make applications of the teaching materials that are based on the ARCS motivation model for experiments in chemistry. In order to achieve this goal, we researched on the needs of professors, learners, and teacher-assistants and analyzed the contents of the subject. Then we designed and developed teaching materials utilizing the ARCS theory, and made the applications and analyzed their effects. As a result, we found out that the applications of the newly developed teaching materials positively affected the understanding, interest, and concentration of the experiments, and helped the students comprehend various theories better through experiments. The new teaching materials shortened the duration of experiments and reduced the margin of error. They were also helpful preventing accidents and gave students clear ideas about experiments.

  • PDF

Design of Computational Thinking Instruction Based on ARCS Model in Liberal Arts Education (교양교육에서 ARCS 모형 기반의 컴퓨팅 사고력 수업 설계)

  • Jun, Soo-jin;Shin, Chwa-Cheol
    • Proceedings of the Korean Institute of Information and Commucation Sciences Conference
    • /
    • 2019.05a
    • /
    • pp.90-93
    • /
    • 2019
  • Recently, as SW education has been emphasized in college, interest in Computing Thinking (CT) class at the liberal level has increased. In order to effectively educate students, various methods of teaching and learning are required to reduce the burden on CT education and motivation of students. The purpose of this study is to design teaching and learning using ARCS model to improve learners' learning motivation and learning achievement in CT course as liberal arts education. In this study, the learning elements of CT were selected based on previous research on the characteristics of education in the liberal arts education of the university and analysis of the CT content. In addition, Keller 's ARCS learning motive model was selected to match the instructional tactics according to the motivational factors of Attention, Relevance, Confidence, and Satisfaction. In order to effectively teach these CT contents, detailed strategies based on the ARCS model were designed and presented weekly.

  • PDF

Design and Implementation of Web-Based English Learning Courseware for applying for the ARCS Motivation Model (ARCS 학습동기화 모형을 적용한 영어 학습 웹 코스웨어의 설계 및 구현)

  • Lim, Yu-Taek;Chung, Jae-Yeul
    • The Journal of Korean Association of Computer Education
    • /
    • v.3 no.2
    • /
    • pp.11-20
    • /
    • 2000
  • This study is to develop the web-based English learning courseware and improve the motivational attributes, with systematic methods called the ARCS model of Keller. There are four categories to the ARCS motivation model : Attention, Relevance, Confidence, Satisfaction. Applying these four components to web-based courseware strategically will enable learners to be taught English conversation more effectively and more systematically. In order to implement this study, the main web pages are made of ASP(Active Server Page). Personal Web Server is used as the web sever and Authorware is employed as a courseware authoring tool.

  • PDF

Development of computational thinking based Coding_Projects using the ARCS model (ARCS 모형을 적용한 컴퓨팅사고력 기반 코딩 프로젝트 개발)

  • Nam, Choong Mo;Kim, Chong Woo
    • Journal of The Korean Association of Information Education
    • /
    • v.23 no.4
    • /
    • pp.355-362
    • /
    • 2019
  • Elementary students are studying software training to teach coding education using text-based languages such as Python. In general, these higher-level languages support learning activities in combination with a kits for physical computing or various programming languages, in contrast to block-coding programming languages. In this study, we conducted a coding project based on computational thinking using the ARCS model to overcome the difficulties of text-based language. The results of the experiment show that students are generally confident and interested in programming. Especially, the understanding of repetition, function, and object was high in the change of computational thinking power, so this trend is believed to be due to the use of text-based languages and the Python module.

Development and Application of a Mobile Anchor Program based on m-ARCS Model for Improving Concentration of Learning Disorder Students (학습 장애학생의 주의집중향상을 위한 m-ARCS 모형기반 모바일앵커프로그램의 개발과 적용)

  • Kim, Chul-Ho;Jun, Woo-Chun
    • Journal of The Korean Association of Information Education
    • /
    • v.14 no.4
    • /
    • pp.605-617
    • /
    • 2010
  • In this paper, in order to improve concentration of learning disorder students, m-ARCS model is proposed. The m-ARCS model is based on the ARCS model that is the existing representative motivation support model. The model is designed on mobile environment, and to provide motivation and concentration to learning disorder students by allowing students to engage in various real-life activities. Based on the proposed m-ARCS model, a mobile anchor program is designed and implemented. The followings are concluded after applying the mobile anchor program to learning disorder students. First, students are highly motivated and concentrated by the program. Second, students gain confidence by feeling of success during their study. Third, their basic study ability is improved via the mobile anchor program activities

  • PDF

Application and Effect Analysis of ARCS Model to Improve Learner's Learning Motivation in Liberal Computational Thinking Subjects (교양 컴퓨팅 사고력 과목의 학습자 학습동기 향상을 위한 ARCS 모델의 적용 및 효과 분석)

  • Jun, Soo-jin;Shin, ChwaCheol
    • Journal of the Korea Institute of Information and Communication Engineering
    • /
    • v.24 no.2
    • /
    • pp.259-267
    • /
    • 2020
  • The purpose of this study is to analyze the effects of computational thinking class using ARCS model to increase students' learning motivation. Then, this study designed the detailed instruction strategy according to each motivation factor(Attention, Relevance, Confidence, Satisfaction) of ARCS through the previous study on computational thinking education and ARCS model. The results of the ARCS test were compared between the experimental group to which the ARCS model was applied and the control group to which the general class was conducted. As a result, students in the experimental group showed significantly higher motivation for learning about computational thinking. In particular, the learning motivation of computer-related majors was significantly higher than that of the control group. In addition, majors were found to have high relevance(R) and non-majors had high satisfaction(S). Therefore, based on these findings, this study suggests an improvement for effective computational thinking class in liberal arts education.

Effect of Nursing Students' Learning Motivation in Microbiology Lecture involved in Laboratory Based on the ARCS Model (ARCS모형에 근거하여 실습을 병행한 미생물학수업이 간호대학생의 학습동기에 미치는 효과)

  • Kim, Bo-Hwan;Hyong, Hee-Kyoung
    • Journal of Fisheries and Marine Sciences Education
    • /
    • v.26 no.6
    • /
    • pp.1425-1434
    • /
    • 2014
  • The purpose of this study was tried to identify the effect of nursing students' learning motivation in microbiology through microbiology laboratory practice based on the Keller's ARCS model. In order to achieve this research, this study was designed a quasi-experimental pre-post tests control group. Experimental group received a microbiology theory and practice based on ARCS model and control group received microbiology theory only. To identify the microbiology learning motivation effect to nursing student, we measured learning motivation by Keller's ARCS model that consisted of attention, relevance, confidence, and satisfaction. The major results of the experimental group showed significantly higher level of total learning motivation and all four subcategories compared to control group. Based upon the above results, microbiology laboratory practice might be beneficial for the nursing students to motivate microbiology learning.