스마트러닝 환경에서 학습 지속을 위한 동기부여 콘텐츠 설계 전략 연구: 콘텐츠 구독형 초등영어 프로그램을 중심으로

권진주 인문콘텐츠학회 2022 인문콘텐츠 Vol.- No.66

학습동기는 학습몰입 및 학업성취 그리고 학습 지속을 좌우하는 결정적인 요인으로서 학습자에게 온전한 자율성을 부여하는 스마트러닝 환경에서 더욱더 그 중요성이 부각된다. 특히, 교수자와 동료 학습자가 존재하지 않는 개인학습 유형의 스마트러닝 환경에서는 학습자의 심리적 고립감이 더욱 강화되고 이는 학습동기를 저해해 궁극적으로 학습이탈 및 중단과 같은 부작용을 일으킨다. 이러한 문제점은 자기조절학습 능력이 성인에 비해 낮은 저연령 학습자들에게 더욱 심각하게 발생한다. 따라서 스마트러닝을 이용하는 초등학생 학습자들이 지속적인 학습동기를 유지하는 것은 성공적인 학업을 위해 매우 중요하다. 온라인 기반 학습환경에서 학습자의 학습동기를 지원하는 방안에 대한 연구는 과거에도 이루어졌지만, 주로 대학의 사이버강의 또는 기업 이러닝을 수강하는 성인 학습자들을 대상으로 진행된 연구들이다. 또한 선행연구에서 제시한 대다수의 동기처방의 방안은 멘토 또는 튜터와 같은 사람의 개입을 제안하거나, 고도화된 기술력을 바탕으로 한 지능형 튜터링 시스템 개발을 대안으로 제기해 스마트러닝 프로그램 개발 현장에 범용적으로 적용하기에는 한계가 있다. 따라서 본 연구의 목적은 전통적인 면대면 교실수업과는 다른 스마트러닝 환경에서 초등학생 학습자의 학습동기에 대한 이해를 바탕으로 사람의 개입이 최소화된 시스템-학습자 상호작용을 통한 동기부여 콘텐츠 설계 전략을 개발하는 것이다. 본 연구에서 정의하는 동기부여 콘텐츠란 교수자나 튜터와 같은 사람의 개입이 없이 시스템적으로 학습자의 학습동기를 유발 및 유지시키기 위한 메시지와 기능을 일컫는다. 연구의 목적을 달성하기 위해 설계‧개발연구(Richey & Klein, 2012) 방법 중 모형 연구 방법론에 따라 연구를 진행하였다. 초기 설계 전략을 도출하기 위해 일반적인 학습동기 및 초등학생의 학습동기 특징과 관련된 선행문헌을 검토하고, 콘텐츠 구독형 영어학습앱 중 성공적으로 동기부여 콘텐츠를 운영하는 사례분석과 현재 상용 중인 초등영어 프로그램 6가지의 사례분석을 수행해 설계 전략 수립을 위한 시사점을 도출하였다. 개발된 설계 전략에 대한 타당성을 확보하고자 2회에 걸친 전문가 검토 및 실무자의 사용성 평가를 실시하였고 최종적으로 5가지 주요 동기요인과 10개 전략 및 24개의 상세지침을 도출하였다. 본 연구의 결과인 스마트러닝 환경에서 학습 지속을 위한 동기부여 콘텐츠 설계 전략은 주요 학습동기 요인 5가지, ‘자율성’, ‘과제흥미’, ‘성공의 기대감’, ‘자기효능감’, ‘성취의 재미’ 요인을 학습 과정 전반에 걸쳐 종합적으로 구현하는 것을 지향하되, 학습 단계에 따라 특정 동기요인을 강조하는 형식을 띠고 있다. 즉, 학습의 초기 설정 단계에서는 학습자에게 ‘자율성’, ‘과제흥미’, ‘성공의 기대감’과 관련된 동기를 부여하고, 학습 진행 중에는 ‘자기효능감’과 ‘성취의 재미’를 더욱 강조해 학습의 진행 과정에 따라 순차적으로 관련성이 높은 동기 요인들이 구현될 수 있도록 설계 전략을 개발하였다. 연구의 마지막 부분에서는 최종 동기부여 콘텐츠 설계 전략과 전략의 구체화 방안으로 제시된 번 슈미트(Bernd H. Schmitt)의 ‘최적의 경험’ 구현 방법을 초등학생 대상의 디지털 영어 도서관 프로그램에 적용하여 목업(mock-up) 유저 시나리오를 개발... Learning motivation is a decisive factor influencing learning immersion, academic achievement, and continuation of learning, and its importance is highlighted more in a smart learning environment that gives learners complete autonomy. In particular, in an individual learning type where there is no instructor nor fellow learners and learners have to continue studying themselves as subscribing to educational contents, the learner's sense of psychological isolation could be easily strengthened, which impedes learning motivation and ultimately this causes side effects such as deviating from learning. This problem occurs more seriously in young learners whose self-regulated learning ability is lower than that of adults, so the importance of learning motivation for elementary school students in smart learning environment should be more emphasized. Although studies have been conducted to solve the problem of low learning motivation in smart-learning environment, existing studies have mainly focused on adult learners in universities or corporate e-learning. Moreover, a majority of the past studies suggested the intervention of a person, such as a tutor, as a method of motivational prescription. If not suggesting human intervention, many researches suggested the development of an intelligent tutoring system based on advanced technology as an alternative. Therefore, the purpose of this study is to develop strategies for designing motivational contents through system-learning interaction, based on understanding of major traits of learning motivation of elementary school students' in a smart learning environment. Motivational contents defined in this study indicate messages and functions that can systematically stimulate and maintain learner's learning motivation without intervention of humans. Its purpose is to support learners to continue learning despite psychologically isolated learning environment. In this study, design‧development research was conducted according to the model research methodology from the design and development research methods(Richey & Klein, 2012). In order to derive the initial design strategy, this study conducted a review of the literature related to learning motivation, case analysis of English learning apps, and case analysis of 6 different contents subscription-type of elementary English learning programs currently in use. In order to secure the validity of the developed strategies, twice of the expert reviews and practical usability evaluations were conducted. Finally, 5 main motivating factors, 10 strategies, and 24 detailed instructions were developed. The motivational contents design strategy for continuation of learning in a smart learning environment aims for comprehensive implementation of five major learning motivational factors - autonomy, task interest, expectation of success, self-efficacy, and fun of achievement - throughout the entire learning process, however, the strategy emphasizes specific motivational factors based on each different learning stage. For example, in the initial stage of learning, motivation strategies that enhancing autonomy, task interest, and expectation of success are exercised, and self-efficacy and fun of achievement are emphasized more during the learning process. In addition to the final design strategy, this study proposes implementation tactics composed of sensory, emotional, cognitive, behavioral, and relational experience factors in order to realize the concreteness of the strategy. At the end of the study, a mock-up user scenario was developed as applying the final design strategy unto a digital English reading program for elementary school students. This study suggests the following implications in terms of developing a smart learning program for elementary school students. Firstly, a number of previous studies have claimed that the learning motivation theory developed for a classroom learning environment can be equally applied to an e-learning env...

Effects of ARCS Motivation strategy on learning motivation, academic engagement and academic achievement according to the level of learning motivation

( Subin Jang ),( Insook Lee ) 한국교육공학회 2014 한국교육공학회 학술대회발표자료집 Vol.2014 No.2

This research has been performed targeting 32 of 4th grade students of M elementary school in Ansung, KyungGi-do in order to find out the effects of ARCS Motivation Strategy on learning motivation, academic engagement and academic achievement according to the level of learning motivation of learners. The major two issues of this research are that if learning motivation, academic engagement and academic achievement of elementary school students are correlated and what effects of the class with ARCS Motivation Strategy based on the level of learning motivation of learners are on learning motivation, academic engagement and academic achievement. The procedures are analyzing precedent studies of ARCS Motivation Strategy, writing 3-period teaching lessons focused on unit 2 of the 4th grade social studies and conducting an actual teaching. At this time, and academic engagement, Keller(1983)``s CIS was adopted for the measurement of learning motivation, NamHee Kim``s(2011),the translation of Skinner et al.,(2008) for that of academic engagement measurement. Before this, two experts of educational technology and three elementary teachers had checked the face validity of these measurements, and the preliminary survey had been conducted with two 4th grade primary students. In the case of academic achievement, the written scale fitted for academic goals and learning content was checked by two elementary school teachers. After selecting the subject of research, through an interview with a researcher, the class was intended with a teacher``s full understanding ARCS Motivation Strategy. As a post-test after the class with ARCS Motivation Strategy was done, learning motivation and academic engagement were tested and as for an academic achievement of learners, it was measured after every class. The result of the first major issue, if learning motivation, academic engagement and academic achievement of elementary school students are correlated, shows that learning motivation and academic engagement have positive relationship, but academic achievement has no relationship with learning motivation and academic engagement. The second major issue, that is, what effects of the class with ARCS Motivation Strategy based on the level of learning motivation of learners are on learning motivation, academic engagement and academic achievement, has no difference in learning motivation in the class with ARCS Motivation Strategy according to the level of learning motivation of learners, and an pre-existing motivation affects the next learning. In the case of academic engagement with ARCS Motivation Strategy according to the level of academic motivation of learners, the meaningful difference was shown that the level of learning motivation affects it. At last, there was no difference between academic engagement and achievement, suggesting that the level of learning motivation didn``t affect the academic achievement.

한국고등학생들의 영어 학습동기가 영어 학습 노력에 미치는 영향

홍광희 팬코리아영어교육학회 2018 영어교육연구 Vol.30 No.3

Previous studies on L2 motivation tend to pay more attention to the influence of learners’ motivation on their L2 achievement while relatively little attention has been paid to the process of a target language learning in relation to learners’ motivation (e.g., learners’ persistence in L2 learning or learners’ effort into L2 learning in relation to their motivation). The present study looks into the influence of Korean high school students’ motivation in learning English as a foreign language on their effort into studying English. Data were collected from a total of 410 students in 5 schools through survey questionnaires and analyzed by means of logistic regression. Results show that students with higher motivation are more likely to put much effort in studying English in contrast to those with lower motivation. Specifically, students’ higher motivation (10 point increase in measured motivation scores) increases the odds of studying English for more than 3 hours per day by 18%, indicating a positive influence of L2 motivation on learners’ effort in L2 learning. The results imply the importance of students’ motivation in putting more effort into learning the target language. Previous studies on L2 motivation tend to pay more attention to the influence of learners’motivation on their L2 achievement while relatively little attention has been paid to the processof a target language learning in relation to learners’ motivation (e.g., learners’ persistence in L2learning or learners’ effort into L2 learning in relation to their motivation). The present study looksinto the influence of Korean high school students’ motivation in learning English as a foreignlanguage on their effort into studying English. Data were collected from a total of 410 students in5 schools through survey questionnaires and analyzed by means of logistic regression. Resultsshow that students with higher motivation are more likely to put much effort in studying Englishin contrast to those with lower motivation. Specifically, students’ higher motivation (10 pointincrease in measured motivation scores) increases the odds of studying English for more than 3hours per day by 18%, indicating a positive influence of L2 motivation on learners’ effort in L2learning. The results imply the importance of students’ motivation in putting more effort intolearning the target language.

중국어 학습동기가 수업참여도에 미치는 영향 분석 -일반계 고등학생을 중심으로-

이지은,이은화,한예진 영남중국어문학회 2022 중국어문학 Vol.- No.90

In this study, the correlation between Chinese language learning motivation and high school students’ general characteristics was explored. Further, the impact of motivation on students’ class participation was analyzed in order to understand the educational implications. The survey tool developed by Nam Jung (1996), which was used to examine English language learning motivation, was reconstructed to fit the purpose of this study. The survey was conducted among 439 students taking Chinese as a second language at six high schools in Busan, South Korea. The correlation between the four types of learning motivation and students’ grade, gender, Chinese learning duration, and average time spent for studying Chinese off campus per week was examined. Simultaneously, the differences and changes in learning motivation that occurred according to the characteristics of students were identified. Furthermore, by analyzing the correlations between Chinese class participation and the four types of learning motivation from responses to the survey questions, the types of motivation that had a direct or indirect effect on Chinese language classes were determined. Additionally, the characteristics of students affected most by the motivation types were ascertained. The research analysis indicated statistically significant correlations between the four types of learning motivation and students’ characteristics. “Intrinsic motivation” showed significant correlations with students’ grade, gender, and the average time spent studying Chinese off campus per week, and “social self-awareness motivation” showed significant correlations with grade, gender, and the duration of learning Chinese. “Instrumental motivation” had a significant correlation with the time spent learning Chinese, and “task-avoidance goal motivation” had a significant correlation with gender and time spent learning Chinese. There were also significant correlations between class participation and all four types of motivation. Proportional correlations between class participation and “intrinsic motivation,” “social self-awareness motivation,” and “instrumental motivation” were noted, while an inversely proportional correlation occurred between class participation and “task-avoidance goal motivation.” For the proportionally correlated motivations, stronger motivation accompanied higher levels of class participation. On the other hand, “task-avoidance goal motivation” weakened with higher levels of class participation. Learning motivations took various forms depending on students’ characteristics, and several motivations coexisted for some students. Furthermore, the types of motivation were displayed differently according to students’ learning stages. Ultimately, teachers can maximize the learning effect by arousing motivation in students that is appropriate for their characteristics and learning stage, such as gender and time spent learning Chinese. Student motivation is a major factor that directly impacts class participation, which is closely linked to success or failure in class. In this respect, the analyses of students’ learning motivation and the correlation with class participation are expected to offer important implications for secondary school Chinese language education classes. Based on the findings of this study, teachers may use varying motivation- arousing strategies according to the different characteristics of students in order to improve class participation and maximize the learning effects of their classes.

온라인 학습자와 면대면 학습자 간 동기조절전략 사용이 인지적 자기조절학습과 학업성취에 미치는 영향

김동호(Kim, Dongho),윤헌철(Yun, Heoncheol) 한국열린교육학회 2020 열린교육연구 Vol.28 No.5

Motivational regulation has been regarded as a critical factor in enhancing learning motivation in self-regulated learning. Despite the importance of motivational regulation in learning, little was known about motivational regulation process moderated by contextual factors and individual factors. Hence, this study investigated how the learning environments (online learning vs. face-to-face learning) and academic levels affect the use of motivational regulation strategies. In addition, we examined the extent of which the individual strategies of motivation regulation influence using cognitive self-regulated learning strategies and academic achievement. A total of 141 students who enrolled in ‘Instructional Methods and Technology’ at the College of Education in an unnamed 4-year public university participated in this study. Using an online survey, data was collected from 70 face-to-face students in the second semester of 2019 and 71 online students in the first semester of 2020. The results of two-way Multivariate Analysis of Variance (MANOVA) showed that their learning environments and academic levels were significant factors in differentiating the use of motivational regulation strategies. Throughout hierarchical multiple regression, the different sets of motivational regulation strategies consistently predicted the levels of using cognitive self-regulated learning strategies and academic achievement. The findings of this study confirmed that motivational regulation played an important role in promoting cognitive learning and academic achievement. Also, appropriate instructional design effort and motivational support should be offered to students to ensure a successful learning experience. 본 연구의 목적은 학습자의 동기조절전략 사용에 있어서 학습 환경(맥락적 요인: 온라인 학습과 전통적 면대면 학습)과 학년별 수준(개인적 요인)에 따른 차이가 있는지 살펴보고, 동기조절전략 사용과 인지적 자기조절학습 및 학업성취와의 관계를 조사하기 위함이다. G광역시 소재 4년제 대학교에서 동일한 교직 과목을 수강한 대학생 141명(2019년 2학기 면대면 학습자 70명과 2020년 1학기 온라인 학습자 71명)을 대상으로 해당 학기 말 자기보고식 온라인 설문조사를 실시하였다. 수집된 자료를 바탕으로 학습 환경과 학년별 수준에 따른 동기조절전략 사용의 차이를 분석하기 위해 다변량 분산분석을 실시하였고, 동기조절전략과 인지적 자기조절학습전략 및 학업성취와의 관계를 조사하기 위해 위계적 회귀분석을 수행하였다. 이에 따른 연구 결과는 첫째, 학습자의 학습 환경과 학년 수준에 따른 동기조절전략 사용에 있어서 유의한 차이가 있는 것으로 나타났다. 온라인 학습자는 면대면 학습자에 비해‘상황흥미증진’, ‘숙달자기지시’,‘수행회피 자기지시’전략을 더 많이 사용하는 것으로 나타났으며, 저학년일수록‘수행접근 자기지시’전략을 더 적극적으로 사용하는 경향을 나타냈다. 둘째, 동기조절전략은 인지적 자기조절학습과 학업성취에 유의한 영향을 미치는 예측변인임을 확인하였다. 다양한 동기조절전략들이 인지적 자기조절학습에 영향을 미치지만,‘수행접근 자기지시’전략은 학업성취에 영향을 미치는 유일한 전략이다. 이러한 연구 결과를 바탕으로 온라인과 면대면 학습 환경에서 학습자의 동기조절전략 사용과 동기지원을 위한 시사점을 제언하였다.

두뇌 동기보상 시스템 기반 생명과학 학습동기 증진 학습모형 개발

이일선,변정호,권용주 韓國生物敎育學會 2012 생물교육 Vol.40 No.1

The purpose of this study is to develop a learning model based on the brain motivation and reward system in order to improve motivation for learning biology. To develop the learning model, the brain motivation and reward system associated with biology motivation for learning was identified. Based on the neurologically identified motivation reward system, the learning model to improve motivation for learning was developed through a neurological verification. The result indicates that the brain motivation and learning system related to biology learning motivation includes orbitofrontal cortex, striatum, and midbrain networks. With the analysis results of neurological mechanism in these regions, a learning model was developed. The learning model has the learning flow starting from the midbrain step, through the orbitofrontal cortex step and proceeding to the striatum one. The objectives of respective learning steps are to arouse motivation at the first midbrain step, to reinforce motivation at the second orbitofrontal step, and to retain motivation at the third striatum step. The brain motivation and reward system germane to biology motivation for learning that the current study identified is expected to provide the brain level information with respect to the learning motivation in the biology learning.

성인학습자의 평생학습 참여동기가 학습전이에 미치는 영향: 학습자만족의 매개효과

김동률 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.21

Objectives The purpose of this study is to empirically analyze the relationship between lifelong learning participation motivation, learner satisfaction, and learning transfer for adult learners. Methods An empirical analysis was conducted by conducting a survey on 342 adult learners participating in lifelong learning at lifelong education institutions located in the Seoul metropolitan area by multi-regression analysis and bootstrapping with SPSS statistical program. Results The following major results were derived. First, both adult learners' learning-oriented motivation, goaloriented motivation, and activity-oriented motivation were found to have a significant positive effect on learner satisfaction. Second, it was found that adult learners' learner satisfaction had a significant positive effect on learning transfer. Third, both adult learners' learning-oriented motivation, goal-oriented motivation, and activity-oriented motivation were found to have a significant positive effect on learning transfer. Fourth, both number learning-oriented motivation, goal-oriented motivation, and activity-oriented motivation were found to have a positive effect on learning transfer through learner satisfaction. Conclusions It was identified through empirical analysis that goal-oriented motivation is important for adult learners' satisfaction and learning-oriented motivation is important to increase learning transfer.

MOSt 모형을 적용한 교수-학습 프로그램이 학습 동기에 미치는 효과 : 생명과학Ⅰ의 생명 활동과 에너지 단원을 중심으로

조혜림,이일선,권용주 韓國生物敎育學會 2014 생물교육 Vol.42 No.3

The purpose of this study was to develop a teaching-learning program based on the MOSt model. The MOSt model is the learning model for improvement of learning motivation based on brain motivation and reward system. This model is suggested strategies for improving learning motive. To compare the effect of the learning program, this study applied the MOSt model program into the experimental group and ARCS strategies program were applied to the control group. Improvement and maintenance of learning motivation were analyzed between the experimental group and the control group. As a result, both experimental and comparative groups improved in their learning motivation after applying the program. After, when the maintenance of improved learning motivation due to the program was checked, the experimental group maintained their improved learning motivation due to the program, whereas the comparative group did not. Especially, in concentration and satisfaction areas, the degree of motivation maintenance between the groups showed statistically significant difference. As a result, the MOSt model-based teaching-learning program in the unit of life activities and energy was effective in the improvement and maintenance of learner's learning motivation. Through this study, the effectiveness of learning-teaching program based on brain motivation and reward system was confirmed. Also this study can provide information on the further application in the teaching and learning process in the biology education.

Mediation Effect of Motivation and Immersion for Learning in the Relation between Tutor and Learning Effectiveness of Cyber Home Learning

백현기,강정화,하태현 한국디지털정책학회 2009 디지털융복합연구 Vol.7 No.1

The main purpose of cyber home education in public sector is to promote public education and restrain expensive private education expenses. The primary purpose of this study is to explore the effects of motivation, immersion and tutor on the effectiveness of cyber home learning. The variables of motivation, immersion and tutor participation were incorporated in this study as follows: ① tutor participation was classed as a single independent variable, which has interaction and also effects passion; ② motivation and ③ immersion were classed as two mediatory variables: motivation which include relevance and confidence; and immersion which includes attention and controllability. ④ learning effect was classed as a single dependent variable of learning influence factor which has learning attitude and learning satisfaction. The results show that a tutor had a direct influence on the effects of the learners’ study but motivation and immersion had an indirect influence on the effects of learners’ study independently. Based on these findings a tutor should provide motivation and immersion with various learning methods and contents for learners to get maximum benefits from cyber home learning. The main purpose of cyber home education in public sector is to promote public education and restrain expensive private education expenses. The primary purpose of this study is to explore the effects of motivation, immersion and tutor on the effectiveness of cyber home learning. The variables of motivation, immersion and tutor participation were incorporated in this study as follows: ① tutor participation was classed as a single independent variable, which has interaction and also effects passion; ② motivation and ③ immersion were classed as two mediatory variables: motivation which include relevance and confidence; and immersion which includes attention and controllability. ④ learning effect was classed as a single dependent variable of learning influence factor which has learning attitude and learning satisfaction. The results show that a tutor had a direct influence on the effects of the learners’ study but motivation and immersion had an indirect influence on the effects of learners’ study independently. Based on these findings a tutor should provide motivation and immersion with various learning methods and contents for learners to get maximum benefits from cyber home learning.

대학생들의 ARCS 학습동기와 직업가치관이 교육만족, 전공몰입에 미치는 영향에 관한 연구

최왕근,정정희,이훈영 한국취업진로학회 2022 취업진로연구 Vol.12 No.1

College education changes the learning behavior of college students in a desirable way that it should encourage students to actively participate in the teaching and learning process with enthusiasm. Motivating learners and maintaining their motivation make effect on the activation of learning, and it can be seen that it plays an important role in determining academic achievement. Colleges need to pay attention to the career problems of college students to meet the purpose of establishment and to overcome the youth employment crisis at the same time, and should encourage students to increase career decision-making and career preparation behavior by seeking ways to increase students' satisfaction and immersion in their major. College students interact with instructors in the curriculum and form learning motivation, and the learning effect of education appears differently depending on this level of motivation. In other words, learning motivation is a type of motivation that appears in the course of study and it can be said that it forms the will of college students to actively participate with interest in learning. In the case of college students with high motivation for learning, high learning effect appears even in poor environments by linking behaviors related to learning as learning skills and strategies with new learning activities. As said, colleges must induce learning to take place in which learning motivation is enhanced by suggesting students to actively participate in learning environment and situations according to their intention or plan for students to achieve their educational goals in the curriculum. In general, people pursue social value and self-realization through jobs, so they must form the right values to choose and to successfully realize their career path for a more satisfying life(Shin Hye-Jin, 2014). The university period being an important period for identifying and developing an individual's identity and potential from the perspective of career development, learning motivation and job value of college students have a close influence on career preparation behavior. Therefore, as a result of conducting a study to understand to what extent each variable affects educational satisfaction and major commitment and to understand correlation through ARCS learning motivation theory and occupational value, it was identified that ARCS learning motivation and occupational value of college students make effect on their educational satisfaction and major commitment. 대학교육은 대학생의 학습행동을 바람직한 방향으로 변화시키는 것으로 교수ㆍ학습 과정에 적극적이고 능동적으로 참여할 수 있게 유도하여야 한다. 이와 같은 학습자의 동기를 유발하고 유지하는 일은 학습을 활성화하는데 영향을 미치며, 학업성취도를 결정하는 데 중요한 역할을 한다고 볼 수 있다. 아울러 대학교에서는 설립목적에 부합함과 동시에 청년고용 대란을 극복하기 위해 대학생들의 진로문제에 주목할 필요가 있으며, 학생들의 전공에 대한 만족과 몰입을 높일 수 있는 방안을 모색하여 진로결정 및 진로준비행동을 높일 수 있도록 유도해야 한다. 대학생들은 교육과정에서 교수자와 상호작용하며 교육에 대한 동기가 형성되게 되는데 이와 같은 동기 수준에 따라 교육의 학습 효과는 다르게 나타나게 된다. 즉, 학습동기는 교육과정에서 나타나는 동기의 일종으로 대학생들이 학습에 대한 흥미와 관심을 갖고 능동적으로 참여하고자 하는 의지를 형성하는 것이라 할 수 있다. 학습동기가 높은 대학생의 경우 학습기술 및 전략 등 학습과 관련된 행동을 새로운 학습활동과 연결시켜 열악한 환경에서도 높은 학습효과가 나타나게 된다. 이처럼 대학교에서는 교육과정에서 교육목표 달성이 일어날 수 있도록 대학생들에게 의도나 계획에 의하여 학습환경 및 상황에 적극적으로 참여하여 상호작용이 일어날 수 있도록 제시하여 학습동기가 증진되는 학습이 일어나도록 유도해야만 한다. 일반적으로 사람들은 직업을 통해 사회적 가치와 자아실현을 추구하기 때문에 보다 더 만족스러운 삶을 위해 진로를 선택하고 성공적으로 실현시키고자 올바른 가치관을 형성해야 한다(신혜진, 2014). 대학생 시기는 진로발달 관점에서 개인의 정체성과 가능성을 알아보고 개발시키는 중요한 시기로 대학생의 학습동기와 직업가치관은 진로준비행동에 밀접한 영향을 주고 있다. 따라서 본 연구에서는 ARCS 학습동기이론과 직업가치관을 매개로 교육만족과 전공몰입에 각각의 변수가 어느 정도 영향을 미치는지를 파악하고 상관관계를 이해하기 위해 연구를 진행한 결과, 대학생들의 ARCS 학습동기와 직업가치관이 교육만족과 전공몰입에 영향을 미치는 것으로 나타났다.