• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >The effects of ARCS-based confidence strategies on learner confidence and performance in distance education.
【24h】

The effects of ARCS-based confidence strategies on learner confidence and performance in distance education.

机译：基于ARCS的置信度策略对远程教学中学习者的置信度和绩效的影响。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The purpose of this research was to manipulate the component of confidence found in Keller's ARCS model to enhance the confidence and performance of undergraduate students enrolled in an online course at a Texas university using SAM 2003 software delivery. This study also tested whether the aforementioned confidence tactics had any unintentional effect on the remaining attention, relevance, and satisfaction subscales of the ARCS model as well as on learners' overall motivation for the class and the instructional materials.; This study was conducted over a 5.5-week period with an initial sample of 81 total students. Two quantitative surveys were used to measure confidence and motivation: (a) the Course Interest Survey (CIS), and (b) the Instructional Materials Motivation Survey (IMMS).; The results indicated that the treatment group showed statistically greater gains than the control group in terms of learner confidence on the CIS but not the IMMS. In terms of performance, the treatment group outperformed the control group on all of the individual posttest measures and on the overall aggregate mean performance score.; The results showed no statistically significant difference on the attention subsection of the ARCS model. However, statistically significant differences were noted for the relevance and satisfaction subscales of the model. There was also a statistically significant difference in overall learner motivation as measured on both surveys.; This research study suggests the feasibility of improving overall learner motivation and performance through external conditions such as systematically applied confidence tactics. The research further supports claims about the effectiveness of the ARCS model as a viable tool for enhancing online learner motivation and performance. What was unclear in this study was whether individual subsections of the ARCS model, such as confidence, can be independently manipulated.
机译：这项研究的目的是操纵在凯勒（Keller）的ARCS模型中找到的信心成分，以提高使用SAM 2003软件交付在德克萨斯大学在线课程上就读的本科生的信心和表现。这项研究还测试了上述信心策略是否对ARCS模型的其余注意力，相关性和满意度分量表以及学习者对课堂和教学材料的总体动机是否有意外影响。这项研究历时5.5周，共有81名学生作为初始样本。两项定量调查用于衡量信心和动机：（a）课程兴趣调查（CIS），以及（b）教材动机调查（IMMS）；结果表明，就学习者对CIS的信心而言，治疗组显示出统计学上比对照组更大的收获，而IMMS则没有。就表现而言，治疗组在所有单个后测指标和总体平均表现得分上均优于对照组。结果表明，ARCS模型的注意子部分没有统计学上的显着差异。但是，在模型的相关性和满意度子量表中，注意到了统计学上的显着差异。两项调查均显示，总体学习者动机在统计学上有显着差异。这项研究表明，通过外部条件（例如系统应用的置信策略）来提高整体学习者的动机和表现的可行性。该研究进一步支持有关ARCS模型作为增强在线学习者动机和表现的可行工具的有效性的主张。在这项研究中不清楚的是，是否可以独立地操纵ARCS模型的各个子部分，例如置信度。

著录项

  • 作者

    Huett, Jason Bond.;

  • 作者单位

    University of North Texas.;

  • 授予单位 University of North Texas.;
  • 学科 Education Adult and Continuing.; Education Technology.; Education Higher.
  • 学位 Ph.D.
  • 年度 2006
  • 页码 142 p.
  • 总页数 142
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 成人教育、业余教育;高等教育;
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号