期刊名称：International Journal of Social Sciences and Education
印刷版ISSN：2227-393X
电子版ISSN：2223-4934
出版年度：2013
卷号：3
期号：4
出版社：Federal College of Education
摘要：The purpose of this research was to determine whether the use of systematically designed motivation tactics based on Keller's ARCS model (attention, relevance, confidence, satisfaction) produced statistically significant increases in the motivation levels of treatment groups and to determine whether these tactics produced a statistically significant improvement in academic performance. The participants were 90 first-year college students who were trained to use the Microsoft Access database program for 3 weeks. The data analysis was conducted using a quantitative study approach and involved a motivational survey and an academic achievement test. The findings suggest the feasibility of improving overall learner motivation and academic achievement through external conditions such as motivational tactics. This study demonstrates the effectiveness of the ARCS model for enhancing learner motivation and academic achievement in a blended learning environment
关键词：distributed learning environments; post-secondary education; pedagogical issues; classroom teaching; ;applications in subject areas
