• Journal of Digital Convergence
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• v.13 no.4
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• pp.69-79
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• 2015

As the distribution rate of a smart phone which can actualize even augmented reality is getting higher, the application scope of a smart phone is sharply increasing. However, in spite of various functions of it, there is still lack of learning app. Mobile equipments can bring no spatial-temporal restriction of learning to a learner, but they can tempt a learner into inappropriate spaces. In this sense, learning app is necessarily needed to motivate and keep learner's inner desire. This thesis suggested considerations when learning mobile app is designed by analyzing motivation strategy of ARCS Theory and UI of web based contents. Also, a design method of mobile learning app was suggested based on a procedural model of mobile learning app adapting ARCS Theory.

• 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.

• International Journal of Contents
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• v.15 no.4
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• pp.89-96
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• 2019

This study examines the impact of online collaborative English language learning to enhance learner motivation and classroom engagement in university English instruction. The role of learner motivation and classroom engagement has gained much attention under the premises of current constructivist framework of English as a foreign language education. To promote learner motivation and classroom interaction in English instruction, participants in this study engaged in integrative English learning activities through online group collaboration and peer-tutoring. They exchanged productive peer response and shared their learning experiences throughout the integrative English learning activities. Digital technology played an integral role in motivating the learning process of the participants. Data for this study were gathered through an online questionnaire survey and semi-structured interviews. The data were analyzed based on the ARCS motivational model of instructional design to identify the motivational aspects of integrative English learning activities. This study reveals that participants of this study regarded online collaborative English learning activities as the positive and motivating learning experience. The online collaborative English reading instruction had positive effect on improving EFL university students' learning performance. Participants of this study also identified affective and metacognitive benefits of online collaborative EFL learning activities for learner motivation and classroom engagement. This study reveals that the social networking platform in online group collaboration played a crucial role for the participants in understanding the integration of online group collaboration as the positive and effective language learning strategy. This study may have implications in suggesting the effective instructional design for promoting learner motivation and classroom interaction in EFL education.

• Journal of Information Technology Applications and Management
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• v.15 no.2
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• pp.33-49
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• 2008

The purpose of this study is to find student factors associated with the students' evaluation of university teaching, and to provide a meaningful reference to policy-making of teaching evaluation. Based on the surveyed questionnaires from 232 students who participated in e-learning course. in combination with applying descriptive statistics, this study analyzes (1) the influences of students' pre-motivation level of student based-on ARCS theory on class satisfaction, (2) the influences of students' grade, attendance, and class involvement on class satisfaction, and (3) the influences of e-learning experience on students' pre-motivation level and class satisfaction. Result of this study shows that: (1) students' pre-motivation level including Attention(A), Relevance(R), Confidence(C), and Satisfaction(S) is positively correlated to students' evaluation for teaching, (2) students' grade, attendance. and class involvement are positively correlated to students' evaluation for teaching, and (3) students' e-learning experience is not related with students' pre-motivation level, whereas it is related with class satisfaction.

• Journal of Korea Society of Digital Industry and Information Management
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• v.17 no.3
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• pp.63-83
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• 2021

The appearance of education is also rapidly changing in social changes represented by social networks. And the development of information and communication technology is also having a widespread effect on the education field. In the era of untact caused by Covid-19, education through smart learning is having a greater effect on students as well as adult learners more quickly and broadly. In addition, smart learning is not just limited to learning content, but is developing into personalized, convergence, and intelligent. The purpose of this study is to identify the factors of ARCS motivation theory that can determine the learning motivation of smart learning users, and to empirically study the casual relationship between these factors on education achievement through practical value and hedonic value. Specifically, I would like to examine how the independent variables ARCS motivation factors (attention, relevance, confidence, and satisfaction) affect learners' education achievement through the parameters of practical value and hedonic value. To this end, a research model was presented that applied the main variables of attention, relevance, confidence, and satisfaction, which are four elements of ARCS motivation theory, a specific and systematic motivational strategy to induce and maintain learners' motivation. In order to empirically verify the research model of this study, a survey was carried out on learners with experience using smart learning. As a result of the study, first attention was found to have a positive effect on the hedonic value. Second, relevance was found to have a positive effect on the hedonic value. Third, it was found that confidence did not have a positive effect on the practical value and the hedonic value. Forth, satisfaction was found to have a positive effect on the practical value and the hedonic value. Fifth, practical value was found to have a positive effect on the education achievement. Sixth, hedonic value was found to have a positive effect on the education achievement. Through this, it can be seen that the intrinsic motivation of learners using smart learning affects the education achievement of users through intrinsic and extrinsic value. A variety of smart learning that combines advanced IT technologies such as AI and big data can contribute to improving learners' education achievement more effectively and efficiently. Furthermore, it can contribute a lot to social development.

• Journal of Science Education
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• v.43 no.3
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• pp.271-283
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• 2019

This study examines the effects of virtual reality learning materials on the learners' learning motivation. For this study, we developed a virtual reality learning material for geological learning that allows observation of the characteristics of rocks in Korean topography that is closely related to learning contents. A 15-hour class was conducted with 91 students using virtual reality learning materials developed for first-year science high school students in D city. ARCS learning motivation strategy was used. Pre-test was conducted before the start of the classes and post-test was conducted after the classes. Statistical processing was analyzed using R-3.5.1 version program. As a result, the utilization of virtual reality learning materials has significant effects on attention concentration, satisfaction, and confidence in the learner's motivation factors. Using virtual reality in geological classes, students' interest in learning activities improve their immersion and concentration, which helps them understand the learning contents better.

• 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 Korean Home Economics Education Association
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• v.21 no.4
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• pp.159-173
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• 2009

The purpose of this study was to develop a teaching learning process plan applying Keller's motive induction strategy to 'Nutrition and Meal' unit of the middle school home economics(HE). Five different problems were developed based on the 7th revised HE curriculum: "What should I do for a physical and mental health?", "What should I do to intake a required nutrient of my body?", "What should I do to take a well balanced diet?", "What should I do to build a desirable eating habits?" and "What should I do to deal with a nutrition issues?". This study was performed as the following procedures: the 'Nutrition and Meal' unit of the revised 7th middle school HE curriculum and the present HE textbooks were analyzed. And then the teaching learning process plan was designed, developed, evaluated, and revised. The motive induction strategies were developed based on the Keller's Motivational Tactics Checklist.