ARCS and RGT Integrated High-Efficiency E-Books

Abstract

This study used the attention, relevance, confidence, and satisfaction (ARCS) method and Kelly’s repertory grid technique (RGT) to develop a high-efficiency e-book. Its main design concepts were to use the ARCS model to create a highly interactive human–machine interface and multimedia learning content that would enhance the learning motivation of users, and to use RGT and a knowledge map to supplement the learning strategy and help users effectively build personalized knowledge. This study adopted Taiwanese cherry blossoms as the learning objectives and recruited 70 freshmen from a university in Tainan as research participants. During the experiment, the students were divided into a control group, which used websites on cherry blossoms, and an experimental group, which used the system developed for this study. Learning outcome assessments and questionnaires were conducted on the pre- and post- learning test data of both groups. The learning outcomes were analyzed using a t-test. In the questionnaire, the assessments and discussions were focused on the four constructs of ARCS. The results show that the improvement of learning outcomes was more significant in the experimental group than in the control group. All dimensions of the questionnaire achieved significant results. Therefore, the learners provided positive reviews of the proposed high-efficiency e-book.

Mobile augmented reality adapted to the ARCS model of motivation: a case study during the COVID-19 pandemic

“…Comparing the performance regarding the result of the expected student learning, with and without AR, it was possible to link this performance to the degree of motivation achieved in students (RQ3). Other researchers obtain similar to the results (Hauze & Marshall, 2020 ; Chang et al, 2019 ; Kew et al, 2018 ; Loorbach et al, 2015 ), in experiences conducted without health restrictions and on face-to-face learning. With this in mind, it is possible to state that the implemented educational strategy is viable for the positive encouraging of motivation.…”

“…Given that the ARCS model is a teaching model based on the student, it requires intensive student to student and student to teacher communication, which is the basis of effective learning (Aşıksoy & Özdamlı, 2016 ). Implementing the ARCS model while using information and communication technologies (ICT), consists of 4 basic dimensions: attention, relevance, confidence, and satisfaction (Chang et al, 2019 ; Loorbach et al, 2015 ). These are described as follows:…”

Evaluación del uso del aprendizaje móvil en la educación STEM: Una experiencia de estudiantes universitarios en tiempos de pandemia

“…El modelo ARCS se desarrolló en respuesta al deseo de encontrar formas más efectivas de comprender las principales influencias en la motivación para aprender y formas sistemáticas de identificar y resolver problemas con la motivación para el aprendizaje. El modelo de motivación ARCS adaptado al mlearning, consta de cuatro dimensiones básicas que se describen a continuación (Chang et al, 2019):…”

Selected Papers from the Eurasian Conference on Educational Innovation 2019

“…Chang et al presented "ARCS and RGT Integrated High-Efficiency E-Books" [4]. This study used the attention, relevance, confidence, and satisfaction (ARCS) method and Kelly's repertory grid technique (RGT) to develop a high-efficiency e-book.…”