ARCS 모델에 대한 비판적 고찰: 가정,특징,그리고 이론적 쟁점들 = Examination of the ARCS Model: Assumptions, Features, and Theoretical Issues

다국어 초록 (Multilingual Abstract)

This article examines the ARCS model that was developed by Keller as a systematic approach to solving motivational problems in instruction. Since it was introduced, the model has been widely used for research and development projects and has been acknowledged as a valid motivational design model. However, there are some issues to be clarified for the better use of the ARCS model. Therefore, first, theas sumptions and features of the ARCS model are reviewed, which will provides caffolds for understanding issues. Then, related issues themselves are listed and discussed with critical examination of prior efforts to empirically validate the model. The following are summarized. First, enhancement of overall motivation to learn can be expected only when each of all four requirements as components or conditions. The fact that the ARCS model has been recognizsed as one of the influential models in the field may be considered to be evidence of it svalue. However, this recognition may also imply that there have been few efforts to study and devise a more advanced model for motivational design. The ARCS model may need to be revised, or a completely new model may need to be devised, to meet the upcoming motivational needs of the new learning environment.