What makes them the best English teachers? An analysis of the motivational strategy use based on ARCS model

Jeon, Eui Yong

doi:10.1007/s10671-020-09279-1

Cited by 8 publications

(10 citation statements)

References 44 publications

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“…Therefore, it is inferred that the SVVR-PT approach in the current study could increase nurses' critical-thinking awareness because the proposed approach could correct learners' misconceptions in time in the virtual contexts. Moreover, based on the 'Confidence' element of the ARCS model, Jeon's (2021) study suggests that designing teaching materials that not only match students' individual abilities but also help each individual gain a sense of accomplishment and confidence in learning can help enhance learners' critical thinking. As a result, applying the SVVR-PT approach in the present study could enhance nurses' critical-thinking awareness.…”

Section: Discussionmentioning

confidence: 99%

A motivational model‐based virtual reality approach to prompting learners' sense of presence, learning achievements, and higher‐order thinking in professional safety training

Hwang

Chang

Chien

2022

Brit J Educational Tech

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Increasing learners' sense of presence is important in professional training, in particular, when aiming to foster their competences of making judgements and solving problems when facing real cases. However, in conventional training programmes, sometimes it is difficult to situate learners in real cases owing to several considerations, such as cost and potential danger. Scholars have indicated that the lack of opportunities to experience real contexts could seriously affect the training outcomes. To cope with this problem, the present study proposes a spherical video‐based virtual reality (SVVR)‐based professional training (SVVR‐PT) approach based on the attention, relevance, confidence and satisfaction (ARCS) model to situate learners in an authentic training environment to experience the process of solving practical cases before facing real cases. To evaluate the effectiveness of the approach, a true experiment was conducted in a hospital by randomly assigning 70 nurses to an experimental group learning with the SVVR‐PT approach and a control group learning with the conventional training approach. The experimental results show that the proposed approach outperformed the conventional approach in terms of promoting the learners' sense of presence and learning achievement as well as their problem‐solving tendency and critical‐thinking awareness. Moreover, the SVVR‐PT learners also showed higher technology acceptance than the conventional training group. What is already known about this topic? Spherical video‐based virtual reality (SVVR) immerses learners in an authentic environment that enables them to have more opportunities to experiment and practice. Attention, relevance, confidence and satisfaction model has great potential in promoting learners' motivation and engagement. What this paper adds? A motivational model‐based virtual reality approach is proposed to facilitate learners' professional training performance. In addition to promoting learners' training performance, the results claimed that the proposed approach could promote students' sense of presence, problem‐solving tendency and critical‐thinking awareness. Implications for practice and/or policy It is potentially worth using the motivational model‐based virtual reality approach in professional training to facilitate learners' performances and perceptions. The proposed approach can further analyze and compare the effects of the cooperative learning strategy on learners' performance and recorded learning process.

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Section: Discussionmentioning

confidence: 99%

A motivational model‐based virtual reality approach to prompting learners' sense of presence, learning achievements, and higher‐order thinking in professional safety training

Hwang

Chang

Chien

2022

Brit J Educational Tech

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“…This is corroborated by the study by Rinekso and Muslim, who reported that participants felt that teachers' attitudes and social interactions in the classroom influenced their overall motivation, which is crucial when teachers make the classroom fun and engaging [52]. Based on the ARCS model, strategies of concentration are the most frequently employed strategies [53]. Successful instruction depends heavily on capturing students' attention and maintaining it [54].…”

Section: Effective Intervening Strategies To Boost Motivation In Dist...mentioning

confidence: 67%

“…Another way to increase student motivation is to provide feedback that corrects students' knowledge and skills. Feedback from both the instructor and peer students can be effective [53]. Despite communication is of great importance throughout the learning process, it has been argued that communication in a distance learning environment is only effective in small groups [55].…”

Section: Effective Intervening Strategies To Boost Motivation In Dist...mentioning

confidence: 99%

Students’ Motivation in Distance Learning: How it would be affected and why it matters?

Zhou¹

2022

Proceedings of the 2022 5th International Conference on Humanities Education and Social Sciences (ICHESS 2022)

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The widespread use and introduction of distance education have led to a large number of novel theoretical and empirical studies. The potential impact of distance learning on student motivation and academic performance is very important, especially these days due to the pandemic. Most studies have investigated the effectiveness of distance learning and the relationship between student motivation and academic achievement. After article screening and quality assessment, the article presents a systematic review of 28 studies that investigated the relationship between student motivation and academic achievement, as well as student motivation in online settings. Through the systematic review, this article synthesizes the empirical findings of the existing literature and examines efforts to elucidate the link between student motivation and academic performance in distance education. Finally, the paper discusses the implications of distance education and student motivation and offers some suggestions for future research.

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“…Previous studies examined the frequency and ways in which English teachers used the ARCS model in class; the results indicated that using the model at the beginning, during, and at the end of teaching can effectively improve students' learning motivation (Jeon, 2021).…”

Section: Enhancing Learning Motivationmentioning

confidence: 99%

“…As a result, the ARCS model enables educators to design teaching strategies tailored to students' needs, so as to promote their learning motivation and improve their learning and performance. ARCS is an acronym for “attention,” “relevance,” “confidence” and “satisfaction.” In the past, a few studies adopted the ARCS model to foster students' learning motivation and willingness to learn, and to improve their classroom engagement (Annamalai, 2016; Jeon, 2021; Wah, 2015; Zhang, 2017). That is, it is necessary to first arouse their attention, then build up their confidence in learning by generating the connection and relevance of the knowledge.…”

Section: Literature Reviewmentioning

confidence: 99%

Elevating EFL learners' professional English achievements and positive learning behaviours: A motivation model‐based digital gaming approach

Chang,

Hwang

2023

Computer Assisted Learning

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BackgroundCultivating staff's professional English has become an imperative and challenging issue in English as a Foreign Language (EFL) countries. English for medical professionals is also the common language around the world for publishing new medical knowledge or reports. Therefore, Medical English for Health Professionals (MEHP) is a crucial required professional training program in nursing education. Its purpose is to improve nursing students' professional English so that they can directly understand the clinical medical information related to patients, thereby reading the latest international medical knowledge and participating in research themselves.ObjectiveThe MEHP program is commonly conducted in a large‐scale class using the lecturing approach, which is a passive learning mode lacking opportunities for individual students to experience learning contexts and to receive advice and guidance from the teacher. To solve this problem, the present study proposed a motivation model‐based professional English gaming approach.MethodTo verify the effects of the proposed approach, a quasi‐experiment was conducted in an MEHP program of a university to explore the effects of the approach on nursing students' learning achievements. In addition, the higher and lower achievers' behavioural patterns, as well as their perceptions of the learning approach, were investigated.Results and ConclusionsThe results showed that the motivation model‐based digital gaming approach improved the students' professional English achievements in the “application” dimension as well as their positive perceptions of learning professional English more than the conventional learning approach. Moreover, when learning with the proposed approach, the higher achievers revealed more positive behavioural patterns than the lower achievers. The main contributions of the study are the proposal of a motivation model‐based digital gaming approach, and showing the effectiveness of the proposed approach in helping trainees gain a deeper understanding of professional English and facilitating their positive learning behaviours in a course for medical English.

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What makes them the best English teachers? An analysis of the motivational strategy use based on ARCS model

Cited by 8 publications

References 44 publications

A motivational model‐based virtual reality approach to prompting learners' sense of presence, learning achievements, and higher‐order thinking in professional safety training

A motivational model‐based virtual reality approach to prompting learners' sense of presence, learning achievements, and higher‐order thinking in professional safety training

Students’ Motivation in Distance Learning: How it would be affected and why it matters?

Elevating EFL learners' professional English achievements and positive learning behaviours: A motivation model‐based digital gaming approach

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