• 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.