컴퓨터 본위 수업에 있어서 통제방략의 효과에 대한 ARCS 동기적 분석

서지정보

· 발행기관 : 한국교육학회
· 수록지 정보 : 교육학연구 / 32권 / 5호
· 저자명 : 梁龍七

목차

요 약
Ⅰ. 연구 내용
Ⅱ. 연구 방법
Ⅲ. 연구 결과
Ⅳ. 논의 및 결론
〈참고문헌〉
Abstract

초록

이 연구의 목적은 컴퓨터 본 위 수업(C81) 설계의 기본 방략인 학습자 통제와 프로그램 통제에 대한 학습자의 동기를 Keller의 ARCS 모형에 따라 분석하려는데 있었다. 6학년생 48명을 학습자와 프로그램 통제방략에 24명씩 무선적으로 배정하였다. 수업 내용은 광고기법에 사용되는 네 가지의 개념이었다. 학습자 통제는 수업 내용 계열 그리고 복습을 선택할 수 있도록 허용하였고, 프로그램 통제는 이들의 선택이 허용되지 않았다. 수업 직후에 사후검사와 수업동기 측정을 실시한 결과, 프로그램 통제 집단의 성적이 학습자 통제 집단보다도 사후검사에서 유의미하게 더 높은 것으로 나타났으나 통제방략 간에 ARCS 요소별로 동기의 차이는 없었다 통제방략에는 관계없이 CBI에 대한 학습자들의 동기요소 간에는 차이가 있는 것으로 나타났다. 컴퓨터의 동기적 특성을 수업설계에 효과적으로 반영하기 위한 후속연구의 필요성이 제안되었다.

영어초록

The major purpose of this study was to analyze the motivational effects of computer-based in structional strategies with Keller's ARCS(the initials of Attention, Relevance, Confidence and Satisfaction) motivational model on learning. Subjects participating in the study were 48 6th graders from Andong Elementary School affiliated at Taegu Teachers University of Education They were randomly assigned to one of two instructional treatments: Learner- or program -controlled in structional program. lnstructional materials used in this study were adapted from computer-based instructional program for teaching four concepts utilized in advertisement propaganda technique developed by Carrier at al. After in struction, they were given the posttest consisted in 15 items with 5 options. And then instructional motivation measurement survey(IMMS) which are composed of 36 items to measure the degree of motivation to learn about the instruction was administered to analyze the motivational effects of the instructional strategies according to Keller' ARCS model. The statistical methods were t-test and ANOVA to analyze the collected data.
The main result from the study showed that although students under program control performed on the posttest better than those under learner control did, there were no differences in the motivational effects between both. It seems that a powerful learning motivation which comes from the computer itself is a major reason to bring about the result which there were no differences in motivational factors between both in structional control strategies. The reason why program control was more effective than learner control in this study seems to be in the level of the task difficulty to be learned and the degree of instructional control left to them. Regardless of type of instructional control, however, it appeared that the degree of students' satisfaction was higher than one of their confidence on computer- based instruction. Findings from the study suggest that even though there were no differences in motivational effects of computer-based instructional strategies on learning performance, the motivational function of the computer should be further studied with various computer-based instructional programs according to learners with different learning tasks as well as the type of instructional control.

참고자료

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