Earticle

초등학생을 위한 소프트웨어교육에서 파이썬과 같은 텍스트 기반 프로그래밍언어를 사용해 코딩을 교육하려 는 연구가 활발히 이루어지고 있다. 일반적으로 블록 기반의 프로그래밍언어에 비하여 이러한 고급언어는 피지 컬 컴퓨팅용 키트 또는 다양한 프로그래밍언어와 결합해 수행하는 학습 활동을 지원하고 있다. 본 연구는 텍스 트 기반 언어의 어려움을 극복하기 위해 ARCS 모형을 적용한 컴퓨팅사고력 기반의 코딩 프로젝트를 수행하였 다. 실험 결과에서 학생들은 전반적으로 동기유발 측면에서 프로그래밍에 대한 자신감 및 흥미를 나타나고 있으 며, 특히 컴퓨팅사고력의 변화에서 반복, 함수, 객체에 대한 이해가 높게 나타났는데, 이러한 경향은 텍스트 기반 언어 사용과 파이썬 모듈의 효과로 여겨진다.

Elementary students are studying software training to teach coding education using text-based languages such as Python. In general, these higher-level languages support learning activities in combination with a kits for physical computing or various programming languages, in contrast to block-coding programming languages. In this study, we conducted a coding project based on computational thinking using the ARCS model to overcome the difficulties of text-based language. The results of the experiment show that students are generally confident and interested in programming. Especially, the understanding of repetition, function, and object was high in the change of computational thinking power, so this trend is believed to be due to the use of text-based languages and the Python module.

본 연구의 목적은 ARCS 모델을 적용하여 비즈니스문화 수업을 설계하고 그렇게 설계된 수업이 문화에 대한 관심과 지식 그리고 문화 인식 및 태도에 미치는 효과를 조사하는 것이었다. 이를 위해 주의집중, 관련성, 자신감, 만족감을 유발시 켜 비즈니스문화 학습에 대한 동기를 높일 수 있는 여러 전략들을 사용하여 비즈니스문화 수업을 설계하였다. ARCS 모델 적용의 효과를 알아보기 위해 전통적 강의식 수업으로 이루어진 2016년 비즈니스문화 수업 수강자 대상의 비교집단과 ARCS 모델에 의해 설계된 수업이 이루어진 2017년 비즈니스문화 수업 수강자 대상의 실험집단에 대해 사전-사후 설문조사 를 실시하였다. 조사 결과에 따르면 두 집단 모두 문화 지식 향상에는 효과가 있었던 것으로 나타났다. 그러나 문화에 대한 관심, 다른 문화를 가진 사람들에 대한 이해, 문화 창출에 대한 의욕, 문화 중요성에 대한 인식, 문화 교육의 필요성에 대한 인식을 높이는 데 있어서는 ARCS 모델 적용 수업은 효과가 있는 것으로 나타났지만 전통적 강의식 수업은 효과가 있는 것으로 볼 수 없었다.

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.

In this study it is aimed to find out the relationship between the effective factors on learning motivation of the digital textbook. To carry on such exploration the learning motivation theory of Keller has been taken as the theoretical background. This is an experimental research with the data collected from 310 students who took the digital textbook class in the computer-mediated environment. It is compared and verified whether the factors causing learning motivation of the ARCS model embedded in the offline class influence on learner's motivation and achievement. With the outcomes, it has been tried to find out some practical suggestions for the achievement of the digital textbook. The results of the data show that the learning motivation of the digital textbook is significantly influence on the learning achievement.

장애학생들에게 주의집중은 매우 중요한 교육요소이다. 본 연구에서는 학습 장애학생들의 특성을 분석한 후, keller의 동기유발학습이론인 ARCS (Attention, Relevance, Confidence, Satisfaction)모델의 동기유발 요소와 정착학습이론의 앵커라는 자발적 인지학습을 위한 매개체, 그리고 방법적 측면의 모바일이라는 방법을 적용한 m-ARCS이론을 제시하였다. 또한, m-ARCS이론에 의해 구현한 모바일 앵커프로그램은 학습 장애학생의 특성을 고려하여 설계하여 그들의 주의집중력을 향상시킬 수 있다. 이처럼 m-ARCS이론에 의한 모바일 앵커프로그램을 구현하여 실제 학습장애 학생에게 적용한 결과, 첫째, 학습에 대한 재미와 흥미를 느끼며 동기유발 및 주의집중력이 향상 효과가 있었다. 둘째, 학습과정에서의 성공경험으로 인해 학습에 대해 전보다 자신감이 향상되었다. 셋째, 모바일 앵커프로그램을 통해 활동한 학습내용들을 자연스럽게 습득함으로써 기초․기본 학습능력이 향상되었다.

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.

증강현실까지도 구현할 수 있는 기능을 가진 스마트폰의 보급률이 높아지면서 그 활용 범위도 급격하게 증가하고 있다. 그러나 다양한 기능이 있음에도 학습용 앱은 부족한 상황이다. 모바일의 장점인 이동성은 학습자가 시공간의 제한 없이 학습할 수 있지만 학습자가 학습하는데 적합하지 않은 장소도 제공될 수 있다는 의미이다. 이러한 관점에서 학습 동기를 유발시키고 지속시킬 모바일 기반 학습용 앱이 필요한 상황이다. 본 논문에서는 ARCS 이론의 동기 전략과 웹 기반 콘텐츠의 UI를 분석하여 모바일 학습용 앱 설계 시 고려할 사항을 제안하였다. 또한, ARCS 이론을 적용한 모바일 학습용 앱 설계의 절차적 모형을 구안하고 이를 바탕으로 모바일 학습용 앱 설계 방안을 제안하였다.

As the distribution rate of a smart phone which can actualize even augmented reality is getting higher, the application scope of a smart phone is sharply increasing. However, in spite of various functions of it, there is still lack of learning app. Mobile equipments can bring no spatial-temporal restriction of learning to a learner, but they can tempt a learner into inappropriate spaces. In this sense, learning app is necessarily needed to motivate and keep learner’s inner desire. This thesis suggested considerations when learning mobile app is designed by analyzing motivation strategy of ARCS Theory and UI of web based contents. Also, a design method of mobile learning app was suggested based on a procedural model of mobile learning app adapting ARCS Theory.

본 연구는 Keller의 ARCS 동기모델을 비즈니스 전공영어 수업에 적용하여 ARCS 모델이 학습동기와 학업성취 도에 어떤 영향을 미치는지 조사하고자 하였다. 본 연구는 2018년과 2019년 2학기에 비즈니스 전공영어를 수강한 경 영학 전공 27명 학생들을 대상으로 이루어졌다. 학습동기와 학업성취도를 분석하기 위해 설문조사와 필기시험 결과가 사용되었다. ARCS 모델을 적용한 실험집단과 전통적 강의식 수업이 이루어진 비교집단의 결과는 비즈니스 전공영어에 ARCS 모델을 적용한 교수‧학습법이 학습 동기유발 요소인 주의집중, 관련성, 만족감, 자신감을 향상시키는 데 효과가 있으며 비즈니스 영어와 비즈니스 내용 두 영역의 학업성취도 향상에도 효과가 있음을 보여주었다. 본 연구는 학습자 수가 적은 비즈니스 전공영어 수업에서 ARCS 모델이 긍정적 효과를 나타낼 수 있음을 보여준 한 사례가 될 수 있다.

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.

급속하게 환경이변화하는 시대에서는어떠한 상황에도 유 연하게대응하면서다양한역량을지닌인재를요구한다. 대학 에서는다양한역량의인재양성을위해서, 학습자들이유연하 고창의적인사고를끊임없이발현하기위해문제해결중심의 프로젝트 수업이 수행되어야 한다. 또한, 학습자들이 스스로 학습에흥미를가지고동기가지속될수있도록학습동기유발 을위한다양한교수ž학습방법이필요하다. 이에본연구는학 습동기유발을 위해 켈러(Keller)의 ARCS모형 기반 디자인 프 로젝트수업을연구하는데목적이있다. 디자인프로젝트수업 은프로젝트수업의4단계(목적, 계획, 실행, 평가)에따라주차 별학습내용에필요한4가지동기요인및16가지하위요인들을 적용하여 교수-학습활동을 설계하였다. 켈러(Keller)의 ARCS 모형을 적용하여 15주차에 걸쳐 편집디자인 프로젝트 수업을 시행하였으며, 수업 종료 후에는 학습자를 대상으로 학습동기 검사를 시행하였다. 검사결과, ARCS 4가지동기요인중수업 에 대한 학습자들의 자신감(C)(M=4.62, SD=.580)과 만족감 (S)(M=4.62, SD=.626)이 가장 높게 나타났으며, 주의집중 (A)(M=4.57, SD=.850), 관련성(R)(M=4.54, SD=.876) 순으로나 타났다. 본연구에서는편집디자인프로젝트수업에ARCS모형 을 적용하여 학습자들의 학습동기가 유발될 수 있도록 새로운 디자인 프로젝트 수업을 모색해본 것에 연구의 의의를 가진다. 향후후속연구에서는대학생의학습동기유발을위해ARCS모 형을적용한다양한디자인프로젝트수업에대한연구가지속 적으로 이루어져야 한다.

In an era of rapidly changing environments, there is a demand for individuals with diverse competencies who can respond flexibly to any situation. In universities, problem-solving-centered project classes should be conducted to foster such competencies and enable learners to continuously generate flexible and creative thinking. Additionally, in order for learners to have their interest in learning and sustain their motivation, it is necessary to provide various teaching and learning methods for learning motivation. Therefore, the purpose of this study is to explore the design project class based on Keller's ARCS model to stimulate learning motivation. The design project class was structured according to the four stages of project class(purposing, planning, executing, and judging) and incorporated four motivational factors and sixteen sub-factors necessary for the weekly learning content to design teaching-learning activities. With the application of Keller's ARCS model, editorial design project class was implemented over 15 weeks. At the end of the class, a questionnaire survey was conducted with learners in order to measure learning motivation. The survey results showed that Survey results showed that among the four motivational factors of the ARCS model, learners' confidence(C)(M=4.62, SD=.580) and satisfaction(S) (M=4.62, SD=.626) with the class scored the highest, followed by attention(A)(M=4.57, SD=.850) and relevance(R)(M=4.54, SD=.876). This study is meaningful in the point that it explored a new design project class to induce learners’ motivation by applying the ARCS model to editorial design project class. In the future follow-up study, it will be necessary to continuously research a variety of design project classes to which the ARCS model is applied for university students’ learning motivation.

본 연구에서는 Keller의 ARCS 동기 설계 모형을 바탕으로 2009 개정 고등학교 한국지리 교과서의 지형 영역과 도시 영역에서 활용된 동기유발 전략을 분석하였다. 주요 연구 결과는 다음과 같다. 먼저, 동기유발 전략이 가장 많이 활용된 전개부분에서는 11개의 동기유발 전략이 모두 사용되었고, 도입에서는 주의집중 전략이, 정리에서는 관련성 전략이 상대적으로 많이 활용되었다. 둘째, 주의집중 전략이 관련성 전략에 비해 3.5배 정도 많이 활용되었으며, ‘시각적 형식 변화’ 전략과 ‘구체적 사례 제시’ 전략이 가장 많이 활용되었다. 마지막으로 지형 영역과 도시 영역 간 활용된 동기유발 전략의 비중 차이는 크지 않았으나, 상대적으로 도시 영역에서 관련성 전략이 많이 활용되고 있었다. 이상의 연구 결과는 교과서에서 동기유발 전략을 활용할 때 특정 동기유발 전략에 치우치지 않고, 단원의 도입, 전개, 정리에서 균형 있게 활용해야한다는 점을 시사한다.

This study, based on the ARCS model by Keller, sought to analyze motivational strategies that were utilized in the geomorphology domain and urban geography domain of a high school Korean geography textbook revised in 2009. The results of the analysis are summarized as follows. First, in unit development, the motivation strategies were utilized the most in the part of development, followed by introduction and summary part. In the development, all the 11 analysis criteria were used. However, attention strategies were more utilized in the introduction while relevance strategies were used in the summary. Second, the attention strategies were utilized 3.5 times more than the relevance strategies, with change in the visual forms and presentation of specific examples the ones utilized the most. Finally, the motivation strategies utilized in the geomorphology domain and urban geography domain showed no significant difference but the relevance strategies were utilized relatively more in the urban geography domain. The above research results suggest the following. First of all, the teacher should try to use various motivational strategies rather than using only specific motivation strategies, and the utilization of motivational strategies must be well balanced in the process of unit development.

대학에서의 교양영어수업은 전공 수업에 비해 학습에 대한 참여 동기가 강한 상태가 아니기 때문에 그 학습효과를 극대화하기 위하여 학습자들의 학습동기를 유발하고 유지하는 것이 필요하다. 이를 위해 본 연구는 경기 도에 소재한 한 4년제 대학에서 교양영어를 수강하는 60명을 대상으로 이 들의 동기수준을 분석하고, Keller의 ARCS 동기유발 모형을 적용한 교수- 학습방법을 설계하여 수업을 실시한 후, 설문지와 학기 전, 후에 치러지는 레벨테스트의 결과 비교를 통해 학습자들의 학습 동기와 성취에 미친 영향을 알아보았다. 그 결과 ARCS 동기유발 모형을 적용한 대학 교양영어 교수-학습방법은 본 연구 참여자들의 주의(Attention), 관련성(Relevance), 자신감(Confidence), 만족감(Satisfaction)의 모든 동기요소의 향상에 효과 가 있었음을 보여주었다. 또한 학업성취도 면에서도 대응표본 T검정을 한 결과 학기 전·후의 시험결과의 차이가 통계적으로 유의미한 것으로 나와 (t (51)= -17.414, p =.000) 효과가 있었음을 보여주었다.

The students in General English courses at college usually tend not to have a strong motivation for learning. In order to maximize the learning effect, it is needed to keep and maintain their learning motivation. To achieve this, this study aims to apply Keller's ARCS motivational model, which is presented to improve the motivational aspects of learning in a systematic way, to the General English lessons where the movie 'Kuzco' is used as the teaching material, and to evaluate the effects on their motivation and achievement. The subject for this study is 60 students who took the General English as a required course attending one of the universities in Kyunggi-do during the first semester of 2014. As a means of measurement, open and closed questionnaires and the results of level tests which are taken before and at the end of the semester are used. The analysis on the results indicates that the teaching-learning method applying ARCS motivation model for General English is effective in improving learning motivation of General English, in all elements of learning motivation such as attention, relevance, confidence and satisfaction, and in improving academic achievement of the participants of the study.

All men′s achievement and behavior is always based on motivation. It has been reported that learning motivation plays an important role to get the achievement of study to approximately 16 ~ 38%. Therefore, a lot of researchers agree that learning motivation must be required for learning achievement. This study focuses on "How behavior induces learning motivation from learners\ulcorner" I adapted "the Attention, Relevance, Confidence, Satisfaction" which is supported by John. M. Keller in the model of ARCS to the course of teaching-learning in order to improve them systematically. The effectiveness and results of adaptation must be considered to solve the math problems.

Objectives This study aims to verify on the impact of the ARCS model on learning motivation and academic achievement in history English subjects for Chinese history major University students through teaching experiments. Furthermore, it aims to discuss the applicability and effectiveness of the teaching model, providing theoretical support for constructing an effective teaching model for English courses in university history majors. Methods This study employed a quantitative research approach to validate the effectiveness of the ARCS model in Chinese university history major English classroom teaching. The experimental class was instructed based on the ARCS motivational design model, while the control class followed conventional teaching methods. Using SPSS 25.0 statistical software, independent-sample t-tests and paired-sample t-tests were conducted to analyze the outcomes of the experimental intervention, comparing the changes in students' learning motivation and academic achievement before and after the experiment in the two classes. Results Before the application of the ARCS design model in the curriculum, there were no significant differences in learning motivation and academic achievement between the experimental group and the control group. After the application of the ARCS design model in the curriculum, significant differences in learning motivation and academic achievement were observed between the experimental group and the control group. Conclusions Using the ARCS motivational design model in teaching history English subjects to history major students in the classroom can increase students' levels of motivation. Using the ARCS motivational design model in teaching history English subjects to history majors in the classroom can improve to history major students' academic achievement.

Free burning arcs where the work piece acts as an anode are frequently used for a number of applications. Our investigation is exclusively concerned with a simplified unified model of arcs and anode under steady state conditions at atmospheric pressure. The model is used to make predictions of arc and anode temperatures and arc voltage for a 200 A arc in argon. The computed temperatures along the axis between the cathode tip and the anode surface compare well the measured data. This knowledge of free burning arcfeatures can play a role in developing the atmospheric plasma systems, however, further investigation should include the modelling of Cu evaporation from anode and non-LTE situation near electrodes for more realistic calculations.

It is well-known that shock waves frequently occur inside the nozzle of the interrupter, and that they play important roles in the arc interruption. A model interrupter with two-dimensional dual-airflow nozzles was used for this experiment. The arc was ignited with 1.4 mil copper wire stretched between the electrodes which were spaced out 56 mm. The arc current of 60 to 230 A was achieved by adjusting the external resistance from 5.5 to 1.6 ohms. The arc tests have been conducted for investigating the air arc characteristics, and the effects of shock waves and nozzle pressure ratios on the arc voltage, the arc resistance, the arc power, and average electric field. The results of these tests have been analyzed to provide insights into the arc characteristics for gas circuit breakers. The average electric field is represented by the function of the arc current to show the negative E-I characteristic explicitly. The effects of shock waves and nozzle pressure ratios are shown to be significant for a circuit breaker performance.

This paper aims to explore a new model of the Teaching-Learning Process Design for Religious Curriculum. For this purpose, the 7th National Religious Curriculum is analyzed, comparing it with the 6th National Religious Curriculum, in the areas of goals, specific goals, content, and methods. Especially, the aspect of methods is more deeply investigated from the viewpoint of 'learner-centered' education. In this paper, the ARCS model of motivational design is suggested as the new model of the teaching-learning process design for religious curriculum. The ARCS model can contribute to religious curriculum in two ways: (1) The ARCS model can practically apply the motivational design of learning to the instructional design. Therefore, the instructional design can be designed using the ARCS model of motivational design for the 'learner-centered' education. (2) The ARCS model can motivate effective and attractive religious classes. Effective and attractive religious classes provides satisfaction for learners. This paper concludes by suggesting three practical ideas: (1) Religious teachers should survey various models of the teaching-learning process design for achieving successful and effective religious classes. (2) The government should offer opportunities for training religious teachers on the teaching-learning process design. (3) Christian universities should attempt to develop various instructional designs and practices for religious curriculum and should offer opportunities for students to study the teaching-learning process in their disciplines.

For learners or students, learning motivation is not only crucial but also an essential factor in successful learning. In this study, the ARCS model and the MIND MAP model were applied to increase learning satisfaction and achievement and to motivate students who are new to medical terminology. This study was conducted on first-year students who have no basic health knowledge. The subjects of the study were a total of 74 students, including 37 students who were in a class with the application of the ARCS model and MIND MAP technique and 37 students who were in a different class with the general lecture-style teaching methods. Each class lasted 150 minutes for 15 weeks to figure out which class showed higher scores in the mid-term, final-term, and pop quizzes. Students who did not improve after receiving low scores in the evaluation were decided to be considered as students who had given up the course. In a class in which the ARCS model and MIND MAP were applied, only 5 out of 37 student gave up the course completion, but in the other class that conducted lecture-type classes, 13 students gave up taking the course. If learning models such as the ARCS model and the MIND MAP are introduced into major subjects, it will be possible to increase interest in the major and increase self-directed learning capabilities, thereby enhancing the competency as a health professional.

본 연구는 ARCS 모형을 적용한 전산수업에서 인지유형이 학습동기와 학업성취도에 미치는 영향에 관해 살펴보고자 하는데 목적이 있다. 이를 위해 경기도 수원에 소재한 A 고등학교 학생 70명을 4개 집단(ARCS 모형 적용 수업-장독립, ARCS 모형 적용 수업-장의존, 전통적 수업-장독립, 전통적 수업-장의존)으로 나누어 실험을 실시했다. 본 연구의 결과는 다음과 같다. 첫째, 각 집단 간 사후 학습동기의 평균값은 유의수준 5%에서 통계적으로 유의미한 차이를 보였다. 특히 사후검증 결과, 'ARCS 모형 적용 수업-장독립' 집단(M=3.36)과 '전통적 수업-장독립' 집단(M-3.18) 간에 유익미한 차이가 있었다. 또한 학습동기의 사전-사후검사 향상점수 분석 결과, '전통적 수업 장의존형' 집단을 제외한 모든 집단에서 통계적으로 유의미한 차이를 보였다. 둘째, 각 집단 간 사후 학업성취도의 평균값은 유의수준 5%에서 통계적으로 유의미한 차이가 나타나지 않았다. 또한 사전-사후 학업성취도 검사의 향상점수 분석 결과, ARCS 모형 적용여부와 인지유형에 관계없이 4개 집단 간 학업성취도 평균 간에는 유의미한 차이를 보였다. 이 결과는 향후 맞춤형 교수설계를 통한 개별화된 교수 학습 구현에 중요한 시사점을 제공해 줄 것이다.

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.

대학에서의 교양영어수업은 전공 수업에 비해 학습에 대한 참여 동기가 강한 상태가 아니기 때문에 그 학습효과를 극대화하기 위하여 학습자들의 학습동기를 유발하고 유지하는 것이 필요하다. 이를 위해 본 연구는 경기도에 소재한 한 4년제 대학에서 교양영어를 수강하는 60명을 대상으로 이들의 동기수준을 분석하고, Keller의 ARCS 동기유발 모형을 적용한 교수-학습방법을 설계하여 수업을 실시한 후, 설문지와 학기 전, 후에 치러지는 레벨테스트의 결과 비교를 통해 학습자들의 학습 동기와 성취에 미친 영향을 알아보았다. 그 결과 ARCS 동기유발 모형을 적용한 대학 교양영어 교수-학습방법은 본 연구 참여자들의 주의(Attention), 관련성(Relevance), 자신감(Confidence), 만족감(Satisfaction)의 모든 동기요소의 향상에 효과가 있었음을 보여주었다. 또한 학업성취도 면에서도 대응표본 T검정을 한 결과 학기 전·후의 시험결과의 차이가 통계적으로 유의미한 것으로 나와(t(51)= -17.414, p=.000) 효과가 있었음을 보여주었다.

The students in General English courses at college usually tend not to have a strong motivation for learning. In order to maximize the learning effect, it is needed to keep and maintain their learning motivation. To achieve this, this study aims to apply Keller's ARCS motivational model, which is presented to improve the motivational aspects of learning in a systematic way, to the General English lessons where the movie 'Kuzco' is used as the teaching material, and to evaluate the effects on their motivation and achievement. The subject for this study is 60 students who took the General English as a required course attending one of the universities in Kyunggi-do during the first semester of 2014. As a means of measurement, open and closed questionnaires and the results of level tests which are taken before and at the end of the semester are used. The analysis on the results indicates that the teaching-learning method applying ARCS motivation model for General English is effective in improving learning motivation of General English, in all elements of learning motivation such as attention, relevance, confidence and satisfaction, and in improving academic achievement of the participants of the study.

본 연구는 ARCS의 학습동기모델 전략(주의집중, 관련성, 자신감, 만족감)을 중학교 환경교과서의 [환경보존]단원에 적용하기 위하여 다른 수업 방식과 비교한 것이다. 이를 위하여 부산광역시에 소재하는 중학교 2학년 135명에게 적용하기 위하여 학생들을 수업전략에 따라서 그룹으로 나누었다. 첫 번째 그룹은 전통주의 방식에 의한 수업을 받는 학생들로 구성되어 있었으며, 두 번째는 구성주의 수업방식을 받는 학생, 세 번째는 ARCS전략을 사용한 구성주의 수업방식을 받는 학생들로 이루어졌다. 사전 인지 검사를 통해 적용하기 전의 선인지를 조사하였다. 학습이 이루어진 후 학생들의 과학적 개념의 인지, 학업성취도, 학습동기 등을 조사하였다. ARCS전략을 사용한 구성주의 수업방식을 받는 학생들의 학업성취도는 평균적으로 다른 그룹의 학생들보다 높았으며 유의한 차이를 나타내었다. 따라서 ARCS전략을 사용한 구성주의 수업방식이 다른 두 그 수업방식에 비해 환경보전 단원에 대해 보다 효과적인 학습동기를 유발한다는 것이 밝혀졌다.

The study is to investigate the effects of the constructivist instructional model using ARCS strategies (attention, relevance, confidence, and satisfaction) on the environmental conservation of environment textbooks of middle school. The subjects of this study were applied to 135 students sampled 2nd graders of a middle school in Busan. All students were divided three groups according to teaching strategies. The first experimental group is consisted of students who participated in the traditional teaching program, the second is students who participated in the constructivist teaching program, and the third is students who participated in the constructivist teaching program with ARCS strategies. The pre-conceptions test was administered to examine students' pre-conceptions before the instructions. After the instructions, students' acquisition of scientific conceptions, academic achievement, and learning motivation were also tested. On average, the degrees of academic achievement for the group with ARCS strategies were higher than those of other groups and shown a significant difference among three programs. Thus the constructivist teaching program with ARCS strategies was more effective programs in acquisition of environmental conservation conception and learning motivation than the two other teaching programs.

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.

본 연구는 ARCS 동기모델 적용 수업이 초등 학습장애 위험군 학생들의 수학 학습동기(교수자료동기, 과목흥미)와 학업성취 간 구조적 관계에 미치는 영향을 분석하였다. 서울시 24개 초등학교 4~6학년 학습장애 위험군 학생 206명과 전담강사 24명을 대상으로, 주 3회, 총 16주에 걸쳐 38차시 중재를 실시하였다. 사전—사후 통제집단 설계(Pre-test-post-test control group design)를 사용하였다. 연구는ARCS 수업 지도안 개발, 내용타당도 검증, 협의회, 교사 연수, 사전검사, 중재 협의회, 중재 및 충실도평가, 사후검사로 진행되었다. 수집된 자료는 확인적 요인분석과 구조방정식모형을 사용한 2단계 접근(two-step approach)으로 학습동기와 학업성취 간 경로를 분석하였다. 연구결과, 첫째, 실험집단은 교수자료동기와 학업성취 간 과목흥미의 완전매개를 보인 반면, 통제집단은 아무런 매개도 나타나지 않았다. 둘째, 두 집단 모두 수학 교수자료동기와 과목흥미 간에는 정적(+) 관계가 있고 강한 예측력을 나타내었다. 이러한 연구결과를 토대로 학습장애 위험군 학생의 동기강화 교수설계 시사점을 제안하였다.

The purpose of this study was to test the effects of the ARCS Model applied to math classes on the structural relationship between motivation to learn(Instructional Materials Motivation & Course Interest) and academic achievement of elementary school students at-risk for LD. The participants were 206 students at-risk for LD ranging from 4th to 6th grade and 24 teachers in 24 elementary schools in Seoul and interventions of 38 lessons for 16 weeks (3 classes per a week) were given to them. Pre-test-post-test control group design was used. The research procedure was as follows.: planning and developing lesson plans for the application of the ARCS model in the math classes, verification of content validity, the review committee meeting, teacher training, pre-test, intervention committee meeting, intervention and fidelity evaluation, additional teacher training sessions, and post-test. The collected data was analyzed by a ‘two-step approach’ using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) to determine the path from each group’s motivation(IMM, CI) to academic achievement. The findings were that first of all, the experimental group, which took the ARCS applied classes, showed full mediating effects of CI between IMM and academic achievement in math, whereas the control group did not show any mediating effects. Secondly, the two groups were identical in showing positive path between IMM and CI, and in displaying strong predictability rate by high effect size. On the basis of this result, some recommendations enhancing the motivation to learn of students at-risk for LD were discussed.