교육용 소프트웨어의 적용된 ARCS 동기유발 모델의 효과 측정 = Evaluation of ARCS Motivation Model Applied in an Instructional Software

다국어 초록 (Multilingual Abstract)

The literature shows testimonials from educators who describe the excitement they have felt in working with student son computers. However frequent criticsms of courseware are still there and the number of students who want to use computers as a tutor is decreasing. One explanation that professionals in this field give is that well designed and highly motivational course wares are few in Korea. In this study, ARCS (Attention, Relevance, Confidence, Satisfaction) motivation model has been reviewed and the guidelines for designing the motivational course wares have been suggest ed. Also, in evaluate the ARCS model, a courseware has designed and develped by using the guidelines an d compared it with another courseware which has the similar content with no guidelines appled. The result s show the significant difference between two coursewares in Confidence factor (t =4.42, df=40, p〈.05). However, no significant difference was found in Attention, Relevance and Satisfaction. The design of an instrucational message is not complete without considering its motivational appeal. The ex tent to which an instructional stimulus will be received, acquired, and applied depends on the student``s willingness to learn and perform in addition to his or her ability to do so (Keller and Burkman, 1993). Therefore, the success of using computers as a tutor will depend how well the courseware will be able to motivate the students and how long it can keep them motivated.