ARGS모형을 적용한 대학교양무용 수업이 자기조절학습, 학습동기 및 수업흥미에 미치는 효과 = Effects of ARCS model-based instruction on self-regulated Learning motivation, and course interest in university elective dance

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the effects of Keller's ARCS motivational model on the self-regulated learning, learning motivation and course interest in university elective dance courses. The subjects were 82 university students who take Jazz Dance as an elective dance course. ARCS motivational model was applied to the experimental group and direct method of teaching was applied to the control group. Each 100-minute long experiment was held once a week for 12 weeks. questionnaires about self-regulated learning, learning motivation, and course interest were completed 3 times. Data were analyzed with two-way repeated measures of ANOVA, and paired sample t-test. As a result, (1) The experimental group showed its effects as it improves behavior control and behavior regulation of study time management of the self-regulated learning factors. (2) The experimental group increases the level of identified regulation of external motivation and decreases the non-motivation level. (3) The level of attention, which is a course interest factor, was shown to be influenced after the 12th week and the levels of relevance, confidence and satisfaction showed the effects after the sixth week.