e-러닝환경에서 동기유발전략이 학업성취도와 동기에 미치는 효과 -자신감 전략을 중심으로 = The effects of motivational strategy on academic achievement and motivation in e-Learning environment -focused on confidence strategy-

다국어 초록 (Multilingual Abstract)

The purpose of this study was to manipulate the component of confidence found in Keller’s ARCS model to enhance the motivation and academic achievement of undergraduate students enrolled in an online course at Chosun university using GVA2000 software delivery.
This study was conducted over 4-week period with an initial sample of 78 total students. Two tests were used to measure motivation and academic achievement : (a) the Course Interest Survey(CIS), and (b) weekly quiz. SPSS 12.0 was used to analyze and the following results were obtained.
The results of homogeneous test showed no statistically significant difference on motivation and academic achievement. However, the results indicated that the treatment group showed statistically greater gains than the control group in terms of learner motivation on the CIS. In terms of academic achievement, the treatment group outachieved the control group on all of the individual post-test measures and on the overall aggregate mean academic achievement score. Therefore there was also a statistically significant difference in learner motivation and academic achievement as measured on both tests.
This research study suggests the feasibility of improving overall learner motivation and academic achievement through external conditions such as systematically applied confidence strategies. The research further supports claims about the effectiveness of the ARCS model as a viable tool for enhancing online learner motivation and academic achievement. What was unclear in this study was whether individual subsections of the ARCS model，such as confidence, can be independently manipulated.