• Journal of The Korean Association For Science Education
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• v.16 no.4
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• pp.429-440
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• 1996

This study examined the effects of the ARCS model for science education and found a way of improving ARCS while finding any weaknesses. More specific research questions were as follows: 1) Does the ARCS model enhance the learners' achivement in highschool Earth Science significantly?; 2) Does the ARCS model enhance the learners' motivation in highschool Earth Science significantly?; 3) What are the weaknesses of the prescriptions of the ARCS model for designing a lesson, if any?; 4) How can the weaknesses of the prescriptions of the ARCS modeI be overcome? In order to fulfill the purpose of this study, the two major research methodologies were implemented: pretest-posttest control group design and formarive research. This study was conducted in two distinct phases: 1) designing a set of instructions for 4 weeks with the principles of the ARCS model (to find the weaknesses of the ARCS model) and 2) teaching the instructions and checking the effectiveness of the ARCS model by pretest and posttest with control and experimental groups(to find weaknesses of the underlying theory of the ARCS). After the experiment, each group took an achievement test and an attitude test on the given instruction and gathered data were analyzed with t-tests. Also, from each four classes 7$\sim$8 students were randomly sampled and individually interviewed about the instructional effectiveness and their preference on the instructions. The results of this study are summarized as follows: Significant differences between the control group and experimental group are seen in three components; Attention, relevance, and satisfaction. No significant differences are seen in the attitude of confidence. The weakness of the prescriptions of the ARCS model, are insufficient of strategy for 'confidence'. For overcoming the weaknesses of the prescriptions of the ARCS model, developmental type research is needed.

• Journal of Digital Convergence
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• v.16 no.2
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• pp.73-82
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• 2018

The purpose of this study was to apply Keller's ARCS motivational model to the business culture lessons and to examine the effects on cultural knowledge, interest, awareness and attitude of university students. To accomplish this purpose, the teaching-learning method applying ARCS model for business culture was designed, aiming to improve all elements of learning motivation such as attention, relevance, confidence and satisfaction. The experiment was conducted with two groups as follows; one experimental group that received instruction using ARCS model and the other comparison group that received traditional lecture instruction. Both the instruction using the ARCS model and the traditional lecture instruction was effective in increasing knowledge of culture. The instruction using the ARCS model was verified to improve interest in culture, understanding of others from other cultures, motivation to create culture, perception of importance of culture, and perception of necessity of culture education. But the traditional lecture instruction did not show statistically meaningful effects on cultural interest, awareness and attitude.

• Journal of The Korean Association of Information Education
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• v.14 no.4
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• pp.605-617
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• 2010

In this paper, in order to improve concentration of learning disorder students, m-ARCS model is proposed. The m-ARCS model is based on the ARCS model that is the existing representative motivation support model. The model is designed on mobile environment, and to provide motivation and concentration to learning disorder students by allowing students to engage in various real-life activities. Based on the proposed m-ARCS model, a mobile anchor program is designed and implemented. The followings are concluded after applying the mobile anchor program to learning disorder students. First, students are highly motivated and concentrated by the program. Second, students gain confidence by feeling of success during their study. Third, their basic study ability is improved via the mobile anchor program activities

• Journal of Digital Convergence
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• v.18 no.2
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• pp.213-221
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• 2020

The purpose of this study was to apply Keller's ARCS motivational model to the business major English class and to investigate the effects of ARCS model on learning motivation and academic achievement. The subject for this study was 27 junior students majoring in business administration who took the business major English class. As a means of measurement, questionnaires and the results of written tests were used. The analysis on the results of the two groups, the experimental group applying ARCS model and the comparison group using the traditional lecture method, showed that the teaching-learning method applying ARCS model for the business major English class was effective in improving all elements of learning motivation such as attention, relevance, confidence and satisfaction, and in improving academic achievement in business English and business-related content.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.24 no.2
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• pp.259-267
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• 2020

The purpose of this study is to analyze the effects of computational thinking class using ARCS model to increase students' learning motivation. Then, this study designed the detailed instruction strategy according to each motivation factor(Attention, Relevance, Confidence, Satisfaction) of ARCS through the previous study on computational thinking education and ARCS model. The results of the ARCS test were compared between the experimental group to which the ARCS model was applied and the control group to which the general class was conducted. As a result, students in the experimental group showed significantly higher motivation for learning about computational thinking. In particular, the learning motivation of computer-related majors was significantly higher than that of the control group. In addition, majors were found to have high relevance(R) and non-majors had high satisfaction(S). Therefore, based on these findings, this study suggests an improvement for effective computational thinking class in liberal arts education.

• The Journal of Korean Association of Computer Education
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• v.9 no.5
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• pp.1-11
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• 2006

This study aims at identifying what effect ARCS model based instruction and cognitive style have on learning motivation and achievement in computer education. In order to accomplish this goal. 70 high school students were randomly allocated into the experiment group and the control group. And each group was divided into field-independent group and field-dependent group. The results were as follows. First, post test of learning motivation among four groups showed that mean differences were statistical significant. Especially 'ARCS model based instruction-field independent group got higher score than 'traditional instruction field dependent' group. Second, post test of learning achievement showed no significant mean difference among four group. The result of the pre and post test difference analysis showed that the change scores of means were significantly different.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.127-146
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• 2012

In this study, we try to find out what effects science activities have on young children's scientific attitude and scientific research ability using Keller's ARCS motivational model. The subjects of this study were 40 5-year-old children of two classes in kindergarten located in G city. The results of this study are as follows: First, science activities using ARCS improves efficiently young children's scientific attitudes. Second, science activities using ARCS improves efficiently young children's scientific research ability. In conclusion, it was found that science activities using ARCS motivation model improved scientific attitudes and the scientific research ability of young children. The results of this study suggest that science activities through ARCS are worth using as an appropriate and significant teaching method to improve young children's scientific attitudes and scientific research ability in the education field.

• Journal of Korean Home Economics Education Association
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• v.17 no.3 s.37
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• pp.109-121
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• 2005

The Purpose of this research was to find out differences in motivation and achievement by gender between traditional group and ARCS group. The subjects were 217 first graders in six different classes from a middle school in Daegu. Each Class had Five lessons during 5 weeks. The collected data were analyzed using descriptive statistics, ANOVA and ANCOVA by SPSS 10.0 program. The results of this study are as follows : First, the ARCS group showed significantly higher score than the control group in motivation. But no significant difference was found between boys and girls and in interactive effects. Statistically significant differences were found in three factors of motivation - attention, relevance and satisfaction - from the ARCS model, but no significant difference in confidence. Second, there was no significant difference in students' achievement.

• Journal of Engineering Education Research
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• v.13 no.3
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• pp.87-95
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• 2010

The purpose of this study is to develop and make applications of the teaching materials that are based on the ARCS motivation model for experiments in chemistry. In order to achieve this goal, we researched on the needs of professors, learners, and teacher-assistants and analyzed the contents of the subject. Then we designed and developed teaching materials utilizing the ARCS theory, and made the applications and analyzed their effects. As a result, we found out that the applications of the newly developed teaching materials positively affected the understanding, interest, and concentration of the experiments, and helped the students comprehend various theories better through experiments. The new teaching materials shortened the duration of experiments and reduced the margin of error. They were also helpful preventing accidents and gave students clear ideas about experiments.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.6
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• pp.1425-1434
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• 2014

The purpose of this study was tried to identify the effect of nursing students' learning motivation in microbiology through microbiology laboratory practice based on the Keller's ARCS model. In order to achieve this research, this study was designed a quasi-experimental pre-post tests control group. Experimental group received a microbiology theory and practice based on ARCS model and control group received microbiology theory only. To identify the microbiology learning motivation effect to nursing student, we measured learning motivation by Keller's ARCS model that consisted of attention, relevance, confidence, and satisfaction. The major results of the experimental group showed significantly higher level of total learning motivation and all four subcategories compared to control group. Based upon the above results, microbiology laboratory practice might be beneficial for the nursing students to motivate microbiology learning.