• Journal of the Korean earth science society
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• v.26 no.3
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• pp.175-182
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• 2005

The purpose of this study was to investigate the effects of STS (Science, Technology and Society) instruction on 5th graders learning motivation and scientific attitudes, using ARCS (Attention, Relevance, Confidence, Satisfaction) strategies. A total of 53 fifth grade students were sampled from an elementary school, and were assigned to the experimental and the control groups. For four weeks, the experimental group was treated with STS instruction using ARCS strategies while the control group was treated with traditional instruction. The result of this study showed that STS instruction using ARCS strategies was more effective in the development of students' learning motivation and scientific attitudes.

• Korean Journal of Environmental Biology
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• v.26 no.4
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• pp.343-348
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• 2008

The study is to investigate the effects of the constructivist instructional model using ARCS strategies (attention, relevance, confidence, and satisfaction) on the environmental conservation of environment textbooks of middle school. The subjects of this study were applied to 135 students sampled 2nd graders of a middle school in Busan. All students were divided three groups according to teaching strategies. The first experimental group is consisted of students who participated in the traditional teaching program, the second is students who participated in the constructivist teaching program, and the third is students who participated in the constructivist teaching program with ARCS strategies. The pre-conceptions test was administered to examine students' pre-conceptions before the instructions. After the instructions, students' acquisition of scientific conceptions, academic achievement, and learning motivation were also tested. On average, the degrees of academic achievement for the group with ARCS strategies were higher than those of other groups and shown a significant difference among three programs. Thus the constructivist teaching program with ARCS strategies was more effective programs in acquisition of environmental conservation conception and learning motivation than the two other teaching programs.

• Proceedings of the Korean Society of Computer Information Conference
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• 2011.06a
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• pp.233-236
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• 2011

본 논문에서는 ARCS 전략을 활용한 STEM 기반 로봇 프로그래밍 학습 프로그램의 개발을 하고자 한다. 프로그래밍 교육은 문제해결력을 향상시키고 추상적 사고를 강화할 수 있는 등 효과가 높은 학습도구이나 접근하기 힘든 어려움이 있다. 이를 초등학생이 접근하기 쉬운 수준의 로봇프로그래밍으로 접근하여 해결하였다. 또한 로봇프로그래밍의 학습을 위한 여러 가지 접근 방법 중 로봇프로그래밍에 가장 적합한 STEM 통합교육 기반으로 학습 프로그램을 설계하였으며 효과를 극대화하기 위하여 ARCS 전략을 적용한 프로그램으로 개발하여 제시하였다. 향후 효과성 검증에 대한 연구가 지속될 예정이다.

• Journal of Korean Home Economics Education Association
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• v.23 no.4
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• pp.87-103
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• 2011

The purpose of this study was to develop a teaching-learning program for the unit 'youth sex and peer relationship' of middle school seventh - grade technology & home economics by applying Keller's ARCS model in five stages: analysis, design, development, implementation and evaluation. In the analysis stage, earlier studies of motivation were analyzed, and a survey was conducted to select ARCS strategies, in the design stage, in which way motivation strategies should be designed, in the development stage, a teaching-learning program for eight sessions was developed in accordance with the two practical problems. In the implementation stage, middle school seventh graders took six sessions according to the program, in the evaluation stage, the highly applicable teaching-learning program was finalized in response to the needs of the students. This study focused on revising ARCS strategies which provide in the teaching-learning programs by implementing and evaluating. Students desired for interesting instruction. It was necessary to develop new ARCS strategies can apply to Home Economics.

• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.29-42
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• 2018

The purposes of this study were to develop and apply teaching-learning plans using ARCS strategies to improve character of middle school students and analyze whether a home economics class helps to give positive effects on youth character change. Nine-period classes were conducted for 110 male students in 4 classes of M middle school in Gwangju metropolitan city for 5 weeks from March 6 through April 7 in 2017. The effectiveness of classes were examined with learners' class assessment and pre- and post- character index test. The research steps and results in this study are as follows. First, the teaching-learning plans for 9 periods were developed for the character education class of the chapter 'Understanding families'. These teaching and learning course plans were designed to enhance learner's interests in learning using ARCS motivational strategy and improve character of middle school students in consideration of character elements. In the chapter 'Understanding families' of Technology Home Economics in middle school, the teaching-learning plans for 9 periods, 14 student activity sheets, and 2 powerpoint materials for teaching and learning were developed. Second, students who had the character education classes using ARCS motivational strategy showed significant differences in all character elements. Therefore, the character education class using ARCS shows positive effects to build up character of middle school students. Third, the character education classes using ARCS motivational strategy increased the class satisfaction of learners. The character education class teaching and learning course plans and learning materials in Technology Home Economics using ARCS motivational strategy will be used as a basic resource to build up students' character in the future.

• Journal of Korean Home Economics Education Association
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• v.17 no.3 s.37
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• pp.109-121
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• 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.

• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.113-141
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• 2011

The purpose of this study was to examine the effects of home economics instruction in food labeling using a motivational(ARCS-Attention, Relevance, Confidence, and Satisfaction) strategy to increase middle school students' learning motivation, recognition and use of food labels. To achieve this purpose, teaching-learning plans of food label instruction using a motivation(ARCS) strategy were developed over four class periods using a pretest-posttest experimental design. The experiment was conducted across two groups as follows: 4 experimental groups that received the motivation(ARCS) strategy instruction, and 3 comparative groups that received lecture type instruction. The pretest-posttest scores of the experimental and comparative groups were compared. The 203 data of questionnaires for the experiment were analyzed and evaluated by Analysis of Covariance(ANCOVA) using SPSS Win 12,0. The results of this study were as follows: First, teaching-learning plans, learning materials, and teacher reference materials for the home economics food label instruction that applied the motivation(ARCS) strategy were developed in five subject areas: nutrition labels, food additives, genetically modified food, irradiated food, and food quality verification labels. Second, students' learning motivation of the two groups showed statistically meaningful differences. Home economics instruction using a motivation(ARCS) strategy was more effective in increasing students' learning motivation than lecture type instruction. Third, as a result of ANCOVA which regulated the recognition of food labels in the pre-experimental design, the recognition of food labels in the post-experimental design showed the meaningful differences depending on the instruction style(motivation strategy and lecture type instruction). In addition, comprehensibility, practical use and educational necessity of food label details showed statistically meaningful differences. Home economics instruction using motivation(ARCS) strategy was more effective than lecture type instruction in improving students' recognition of food labeling. Fourth, as a result of ANCOVA which regulated the use of food labels in the pre-experimental stage, the use of food labels in the post-experimental stage showed meaningful differences between experimental and comparative groups depending on the instruction style. Therefore, home economics instruction in food labeling using motivation(ARCS) strategy was more effective than lecture type instruction in increasing students' use of food labels.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.13 no.4
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• pp.239-247
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• 2013

This study is aimed to perform the qualitative evaluation based on the ARCS Model of educational mobile applications for smart phones. The evaluation has been performed targeting 60 students who attending the subject of informational education in 3 different universities in 2012 by allowing them to select the available educational mobile App installed in their smart phone. After, the level of persistent learning-intension from each student and the efficacy of ARCS motivational strategy was measured at learner's perspective. The structural equation model(SEM) was established and analyzed with PLS method to understand the relationship between the ARCS motivational strategy and the persistent learning-intension. The results of the study could be summarized as followings. First, the educational mobile App in various the motivational strategies showed different results that is the highest attention as well as the lowest satisfactory level. Second, the relevance in motivation strategies had the statistically significant effect in attention, confidence, and satisfaction. On the other hand, the other factors of attention, relevance, and confidence showed statistically significant effect in satisfaction. Finally, result demonstrate that the relevance is the critical factor inducing the significant effect in persistent learning-intension among the motivational strategies.

• Journal of Korea Society of Industrial Information Systems
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• v.23 no.2
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• pp.53-61
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• 2018

Flow is an optimal psychological state that people experience when engaged in an activity that is both appropriately challenging to one's skill level, often resulting in immersion and concentrated focus on a task. Through the study model, we found that Flow can result in deep learning and high levels of learning performance.

• Journal of Korean Home Economics Education Association
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• v.31 no.3
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• pp.135-153
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• 2019

The purpose of this study was to develop teaching-learning plans applying ARCS strategies for food safety education, focusing on units related to the 'food selection and safe cooking'. To achieve this purpose, this study was conducted in the following order of analysis, design, development, assessment I, revision I, assessment II, revision II, and completion. In the analysis stage, 2015 revised curriculum and middle school technology-home economics textbooks(12 kinds) contents of 'food selection and safe cooking' among content elements of core concept 'safety' were analyzed. In the design and development stages, teaching-learning plans, teaching-learning materials, and evaluation rubric for teaching-learning outcomes using the ARCS motivation strategy were developed. In the phases of assessment I and revision I, evaluation items were selected as open-ended questions about food safety education factors and ARCS strategies, and their validities were verified by four experts. The teaching-learning plans for nine lessons were revised based on the feedbacks such as evaluation plans considering the correspondence between instruction and evaluation, strategy to reinforce intrinsic motivation, correction of improper contents composition, and so on. In the phases of assessment II and revision II, the validity of the three items, including relevance of each teaching-learning to food safety education, suitability of learning goals, and appropriateness of motivation strategy, was verified by seven experts. The final teaching-learning plans for 10 lessons were developed by revising and supplementing the data by compiling opinions of the assessment II. It is expected that this study can contribute to food safety education for middle school students, and that teaching-learning plans which apply ARCS strategies for food safety education will be used as good references for school teachers and curriculum developers.