• International Journal of Computer Science & Network Security
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• 제21권12호
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• pp.335-343
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• 2021

The study aimed to elucidate how to design a learning environment on the premise of micro-learning (ML) and investigate its impact on website designing skills and achievement motivation among secondary school students. Adopting the experimental approach, data were collected through an achievement test, a product evaluation form, and a test to gauge motivation for achievement. The sample was divided into two experimental groups. Results revealed statistically significant differences at 0.05≥α between the mean scores of the two groups that experienced ML, irrespective of the two modes of presenting the video in the pre-test and post-test, as for the test of websites design skills, product evaluation form, and achievement motivation test. Besides, there have been statistically significant differences at 0.05≥α between the mean scores of the first experimental group that had exposure to ML using the split-video presentation style and the scores of the second experimental group that underwent ML using continuous video presentation style in the post cognitive test of website design and management skills in favor of the group that had segmented-video-presentation ML. Another salient finding is the nonexistence of significant differences at 0.05≥α between the mean scores of the first experimental group that underwent segmented-video-presentation ML and the grades of the second experimental group that received ML with continuous video presentation style in the post-application of the product scorecard of websites designing skills and the motivation test. In light of these salient findings, the study recommended using ML in teaching computer courses at different educational stages in Saudi Arabia, training computer and information technology teachers to harness ML in their teaching and using ML in designing courses at all levels of education.

• 수산해양교육연구
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• 제29권3호
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• pp.799-810
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• 2017

In this study, to raise the scientific literacy for students, the teaching and learning program was developed by applying the Circle Map. The purpose of this study was to find out the Effect of Elementary Science Teaching Program with Circle Map on Learning Motive and Learning Achievement. To this end, the 6th grade classroom of A-elementary school located in Jeju-city was selected the experimental group (25 patients). And the other 6th grade classroom in the same school was selected to the comparative group (25 patients). The experimental group was conducted applying the Circle Map. Comparison group has been conducted lesson program in accordance with the general science class teacher guide. Was through a pre-test of science learning motivation and academic achievement level can be assumed in the same group. After completing the experimental treatment by conducting a post-mortem examination was statistically validated. In this study, the following conclusions were obtained. First, elementary science class which applied Circle Map had the effect of to improve the scientific motivation(p <.05). In particular, association in the experimental group were higher than the scores of the comparative group, the difference was significant. Second, the Circle Map applied to elementary science class had a significant effect on improving science achievement. The experimental group which applied Circle Map was higher than the comparative group in science achievement post-test comparison. Between the groups showed a significant difference between the two groups(p <.05). The above findings, Elementary science class which applied Circle Map can be concluded to be effective in science and science achievement motivation. Therefore, applying the Circle Map of elementary science class could be useful in science teaching and learning methods. In addition, when it is determined through the previous study, applying the Circle Map classes will be able to derive a meaningful learning also subjected to a number of fields and areas.

• 한국학교수학회논문집
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• 제4권2호
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• pp.93-102
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• 2001

All men′s achievement and behavior is always based on motivation. It has been reported that learning motivation plays an important role to get the achievement of study to approximately 16 ~ 38%. Therefore, a lot of researchers agree that learning motivation must be required for learning achievement. This study focuses on "How behavior induces learning motivation from learners\ulcorner" I adapted "the Attention, Relevance, Confidence, Satisfaction" which is supported by John. M. Keller in the model of ARCS to the course of teaching-learning in order to improve them systematically. The effectiveness and results of adaptation must be considered to solve the math problems.

• International Journal of Computer Science & Network Security
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• 제22권5호
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• pp.266-276
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• 2022

The study aimed to pinpoint the effects of an educational environment based on gamification on developing achievement motivation among first-grade intermediate students. Using an achievement motivation scale, the study adopted a quasi-experimental design with experimental and control groups. The sample consisted of 52 students selected randomly from the first-grade intermediate students. They were studying in public intermediate schools in Jeddah at the time of this study. They were divided into two groups. The control group (n=24 respondent), and the experimental group (n=28 respondent). The results showed statistically significant differences at the level α ≥ 0.05 between the mean scores of the experimental group and the control group in the posttest of the achievement motivation measurement in favor of the experimental group. The study recommended using gamification in designing computer curricula and courses across educational stages in Saudi Arabia. It also recommends training the computer and information technology teachers on using gamification in their teaching.

• Educational Technology International
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• 제18권2호
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• pp.73-99
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• 2017

The learning analytics dashboard (LAD) is a supporting tool for teaching and learning in its personalized, automatic, and visual aspects. While several studies have focused on the effect of using dashboard on learning achievement, there is a research gap concerning the impacts of learners' characteristics on it. Accordingly, this study attempted to verify the differences in learning achievement depending on learning motivation level (high vs. low) and dashboard intervention (use vs. non-use). The final participants were 231 university students enrolled in a basic statistics course. As a research design, a 2 × 2 factorial design was employed. The results showed that learning achievement varied with dashboard intervention and the interaction effect was significant between learning motivation and dashboard intervention. The results imply that the impact of LAD may vary depending on learner characteristics. Consequently, this study suggests that the dashboard interventions should be offered after careful consideration of individual students' differences, particularly their learning motivation.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제27권1호
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• pp.129-150
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• 2024

This study utilized South Korean elementary and middle school student data to examine the longitudinal change trajectories of learning motivation types according to the longitudinal change trajectories of mathematics academic achievement. Growth mixture modeling, latent growth model, and multiple indicator latent growth model were used to examine various change trajectories for longitudinal data. As a result of the analysis, it was classified into 4 subgroups with similar longitudinal change trajectories of mathematics academic achievement, and the characteristics of the mathematics subject, which emphasize systematicity, appeared. Furthermore, higher mathematics academic achievement was associated with higher self-determination and higher academic motivation. And as the grade level increases, amotivation increases and self-determination decreases. This study suggests that teaching and learning support using this is necessary because the level of learning motivation according to self-determination is different depending on the level of mathematics academic achievement reflecting the characteristics of the student.

• 한국가정과교육학회지
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• 제31권3호
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• pp.135-153
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• 2019

본 연구는 2015 개정 가정과 교육과정의 '식품의 선택과 안전한 조리' 내용요소를 중심으로 ARCS 동기유발 전략을 적용한 식품 안전 교육 교수·학습 과정안을 개발하는 데 목적을 두고 있다. 이를 위해 분석, 설계, 개발, 평가(1), 수정(1), 평가(2), 수정(2) 및 완성의 단계로 연구를 수행하였다. 분석 단계에서는 2015 개정 가정과 교육과정의 성취기준과 교육과정 6대 핵심개념 중 하나인 '안전' 관련 내용요소 중 '식품의 선택과 안전한 조리'에 해당하는 중학교 교과서(12종)의 내용을 분석하였다. 설계 및 개발 단계에서는 식품 안전 교육요소를 선정하여 ARCS 동기유발 전략을 적용한 교수·학습 과정안, 학습 활동지, 학생 평가 도구를 개발하였다. 평가(1)과 수정(1) 단계에서는 식품 안전 교육요소와 ARCS 동기유발 전략에 대하여 개방형 질문으로 평가 항목을 선정하여 4인의 전문가 집단을 통해 타당도를 검증받았으며, 교수·학습과정과 연계한 과정 중심 평가계획, 내재적 동기유발 강화 방안 등의 개선점에 대한 의견을 반영하여 9차시의 교수·학습 과정안으로 수정하였다. 평가(2)와 수정(2) 단계에서는 수정(1)의 결과를 대상으로 식품 안전 교육과의 관련성, 학습목표 달성의 적합성, 동기유발 전략의 적절성 등의 3개 항목에 대한 타당도와 개선점에 대하여 개방형 질문으로 7인의 전문가 집단을 통해 2차 검증받았으며, 의견들을 반영하여 자료를 수정 및 보완하여 최종 10차시의 교수·학습 과정안을 완성하였다. 본 연구는 중학생을 대상으로 한 식품 안전 교육을 위해 ARCS 동기유발 전략을 적용한 교수·학습 과정안으로서 현장교사들 및 교육과정 개발자에게 좋은 자료로 활용되기를 기대한다.

• 기본간호학회지
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• 제17권2호
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• pp.240-248
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• 2010

Purpose: This study was done to examine learning motivation and self-directedness when animation prior learning of fundamental nursing practice education was used. Method: For the study 220 nursing students participated in a fundamental nursing practice session after prior study using animation every week for 15 weeks. They responded to questionnaires that included measures of learning motivation and self-directedness. Results: There was no statistically significant difference in total scores for learning motivation over the 15 weeks of the practice sessions, but there was a difference for self-directedness. There was a significant difference in learning motivation in the group that always watched the animation and for which animation helped with the practice sessions and where the application purpose was postive. There was a difference in self-directedness for the students whose future was described as health teachers and where the application purpose was positive. Learning motivation showed positive correlations with self-directedness. Conclusion: Learning motivation and self-directedness utilizing animation prior to fundamental nursing practice were high and correlated with each other indicating the usefulness of this teaching method.

• The Journal of Asian Finance, Economics and Business
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• 제8권2호
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• pp.657-666
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• 2021

The aim of this study is to test the direct relationship and the indirect relationship of the perceived organizational support to lecturers' research motivation through "expectation" factor (belief in ability). The subject of the study is lecturers who are teaching and researching in the fields of economic, management and business administration at universities in Vietnam. The questionnaires were directly sent to lecturers at scientific conferences, sent out via e-mail and Facebook, the questionnaires were designed on google docs and directly sent to the lecturers. The detailed sample includes 475 respondents. The results of a quantitative analysis with a research sample of 475 lecturers in economics universities in Vietnam show that it is impossible to separate between lecturers' research ability and motivation. Lecturers with increased expectation (in terms of capability) also have increased research motivation, and vice versa. At the same time, the research also affirms the role of perceived organizational support, which not only has a direct positive impact on research motivation, but also increases expectation, thus, indirectly influence research motivation. This suggests that the solution for managers who want to improve research motivation by having measures to increase the expectation for the lecturers through various forms of organizational support.

• 한국보육지원학회지
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• 제12권2호
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• pp.57-72
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• 2016

The purpose of this study was to examine the influence of teachers' vocational aptitude and sense of responsibility on their teaching efficacy in early childhood education and care. 259 teachers in ECEC were recruited from 19 daycare centers and the data were analyzed through frequency, percentage, Pearson's correlations, and stepwise regression using SPSS 18.0. The findings are as follows. First, teachers' teaching efficacy was significantly different according to their age, the number of years of teaching experiences, and education levels. Second, all degrees of teachers' vocational aptitude, sense of responsibility, and their teaching efficacy were higher than the median points. Second, teachers' efficacy relating with running class was affected most by the ability of safe management in vocational aptitude, and teaching methods in sense of responsibility. For teachers' efficacy relating to teaching, acceptability/sensitivity in vocational aptitude and motivation had the most impact. The implication was discussed in order to figure out the ways to increase teachers' efficacy.