수학용 디지털교과서에서 ARCS 기반 교수매체동기요인과 유용성 지각이 학업성취에 미치는 영향 = The Effects of ARCS Components in the Instructional Media Motivational Survey and Perceived Usefulness on Achievement Using K-6 Mathematics Digital Textbook

다국어 초록 (Multilingual Abstract)

The purpose of this study was to test a path model of ACRS components measured by IMMS and perceived usefulness on achievement using K-6 mathematics digital textbook. The participants of study were 141 elementary students in a large city. Exogenous variables were the four components of Keller's ARCS model, and two endogenous variables were investigated for a path analysis with repeated cross-validation method. Two samples were set up for estimating and validating causal relationships. The Goodness-Fit-Index for estimating and validating samples were evaluated as acceptable(estimation group: TLI=.991, CFI=.998, GFI=.987, validation group: TLI=.956, CFI=.989, GFI=.979). The results showed that ARCS components had different impacts on depending upon the dimensions of performance(achievement) and perception of usefulness. The relevance showed a significant impact on the perceived usefulness for the estimation sample(total effect=.38 p<.01) and validation sample(total effect=.34 p<.01), and the confidence revealed a significant impact on the learning achievement for the estimation sample(total effect=.37 p<.01) and validation sample(total effect=.26 p<.01). Interestingly, attention factor revealed a negative impact on learning achievement in the validation sample. However, there was no direct relationship between perceived usefulness and achievement. The study also suggested that identifying appropriate instructional model and strategy would be necessarily important to design and develop effective digital textbook.

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