http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
- 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
RISS 인기검색어
- 검색키워드
- 저자 : 나종식 (검색결과 2 건)
- 무료
- 기관 내 무료
- 유료
-
-
자기규제 기능수준에 따른 ARCS 전략 하이퍼미디어의 유형과 구조가 학업성취에 미치는 효과
진위교,나종식 한국교육학회 대구·경북지회 2000 교육학논총 Vol.21 No.1
The purposes of this study were to investigate the effects of the types and structures of ARCS strategies hypermedia according to the level of self-regulatory skills on academic achievement and learning motivation. The hypotheses were: (1) There would be significant difference between ARCS hypermedia group and Non-ARCS hypermedia group in academic achievement scores. (2) There would be significant difference between the structured hypermedia group and unstructured hypermedia group in academic achievement scores. (3) There would be significant interaction effects among the level of self-regulatory skills, the types of ARCS strategies hypermedia, and the structures of hypermedia in academic achievement scores. The subjects in this study were 168(the number of experimental group was 12, and each group was composed of 14 students) sixth-grade elementary school students. The experimental materials used in this study were four different versions of hypermedia programs(structured ARCS hypermedia, unstructured ARCS hypermedia, structured Non-ARCS hypermedia, unstructured Non-ARCS hypermedia) developed. The experimental design of the present study was 3×2×2 factorial design, fixed model which was completely randomized three-way design. The main findings of the present study were as follows: (1) There was significant difference between ARCS hypermedia group and Non-ARCS hypermedia group in academic achievement scores. (2) There was significant difference between the structured hypermedia group and unstructured hypermedia group in academic achievement scores. (3) There were no significant interaction effects among the level of self-regulatory skills, the types of ARCS strategies hypermedia, and the structures of hypermedia in academic achievement scores. (7) The high level group of self-regulatory skills were higher than the middle or low level in academic achievement and learning motivation. These findings and results were discussed in relation to existing literatures and various implications were suggested for further researchers. Finally, the study suggested that instructional designers consider the results of this study to develop an effective adaptive hypermedia that is reflecting on learners individual differences and task characteristics.
연관 검색어 추천
이 검색어로 많이 본 자료
활용도 높은 자료
