Towards Applying Keller’s ARCS Model and Learning by doing strategy in Classroom Courses

Tlili, Ahmed; Essalmi, Fathi; Jemni, Mohamed; Kinshuk, Kinshuk

doi:10.1007/978-981-10-2419-1_26

Cited by 6 publications

(2 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Los kits todo en uno se obtuvieron de China. La figura uno ilustra los componentes y una tableta de trabajo ensamblada [18].…”

Section: Discussionunclassified

Learning by doing strategy for teaching computer hardware

Ordoqui¹

2020

SITUARTE

View full text Add to dashboard Cite

ResumenUno de los cambios más significativos en las tecnologías informáticas en los últimos años ha sido el cambio de las computadoras de escritorio a más dispositivos móviles y, en particular, la aparición de la tableta. Gestionar este cambio requiere un alto nivel de preparación tanto por parte de las personas como de las organizaciones. Las ventas de tabletas se han disparado y ahora superan las ventas de computadoras de escritorio tradicionales y portátiles combinadas y se espera que continúen haciéndolo.

show abstract

“…Los kits todo en uno se obtuvieron de China. La figura uno ilustra los componentes y una tableta de trabajo ensamblada [18].…”

Section: Discussionunclassified

Learning by doing strategy for teaching computer hardware

Ordoqui¹

2020

SITUARTE

View full text Add to dashboard Cite

show abstract

“…The ARCS model emphasizes not only the stimulating of learners' motivation, but the sustaining of motivation so that it could provide learners with fulfilment that would promote learners' learning transfer. In view of previous studies, it has been found that most of them are concerned with the application of ARCS model in different disciplines [13][14][15], online learning such as MOOCs [16][17][18][19]. Some of the application studies in various disciplines are case studies that focus on the application of ARCS model to scientific and technological courses [20][21][22][23] and basic theoretical courses [24][25].…”

Section: Literature Reviewmentioning

confidence: 99%

Study on Application of ARCS Motivational Model on Cross-Border E-Commerce Course Design

Zhou¹,

He²

2020

Proceedings of the International Conference on Mental Health and Humanities Education (ICMHHE 2020)

View full text Add to dashboard Cite

The robust development of Cross-border E-commerce (hereinafter as CBEC) has greatly boosted the global economy, accompanied by researches on cultivation of talents needed in CBEC. The cultivation largely depends on the school course designs. The authors conduct a case study of a college in China combined with quantitative questionnaire to analyse the effects of CBEC course design on the basis of ARCS model. The study results show that the four strategies based on ARCS model are proved to be fairly effective. Most students respond well to the teaching strategies. Thus, this study has extended the study of ARCS model to a fresh education context and offers some insights for the research in teaching of CBEC courses.

show abstract

Does really educational robotics improve secondary school students’ course motivation, achievement and attitude?

Selcuk,

Kucuk,

Sisman

2024

Educ Inf Technol

View full text Add to dashboard Cite

This study examines the impact of educational robotics applications in Information Technologies and Software courses on the motivation, attitude towards robotics, and academic achievement of 6th-grade secondary school students. The research employed pre-experimental method encompassing 112 students. Students got training in robotics using the Arduino education kit over the course of eight weeks consisted of programming and electronic concepts. Findings indicate that while students' motivation levels were moderate both before and after the implementation, there was a relative decrease in course motivation scores after the implementation. Students exhibited positive attitudes towards robotics and achieved a good level of success. Additionally, a significant effect of motivation on attitudes towards robotics was observed. Gender was found to have no effects on motivation, attitude, or achievement. It was determined that students held positive attitudes towards robotics and developed favorable views of their robotics skills. The implications are discussed in terms of theoretical insights, practices and directions for further research.

show abstract

Towards Applying Keller’s ARCS Model and Learning by doing strategy in Classroom Courses

Cited by 6 publications

References 9 publications

Learning by doing strategy for teaching computer hardware

Learning by doing strategy for teaching computer hardware

Study on Application of ARCS Motivational Model on Cross-Border E-Commerce Course Design

Does really educational robotics improve secondary school students’ course motivation, achievement and attitude?

Contact Info

Product

Resources

About