SavedAdd your journal

Journals / Türk Eğitim Bilimleri Dergisi / 2010 / Cilt: 8 - Sayı: 1

THE EFFECT OF EDUCATIONAL SOFTWARE BASED ON ARCS MODEL FOR MOTIVATION ON LEARNING

ARCS GÜDÜLEME MODELİNE GÖRE TASARLANAN EĞİTSEL YAZILIMIN ÖĞRENMEYE ETKİSİ

Selda KAYAK
Ahmet MAHİROĞLU
Pages
67–88
Publication Date
2010-03-01
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results indicated that the software which was designed by ARCS Model had a significant effect on achievement.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:In this research, it was explored the effect of the Computer Assistaid Instruction material (Education Software) which was designed by ARCS Model on student’ achievement.
📊
Key Findings & Data:This research was carried out on the 6th grade students in a Primary School.
💡
Conclusion & Impact:The results indicated that the software which was designed by ARCS Model had a significant effect on achievement.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:ARCS güdüleme modeli · eğitsel yazılım · öğrenme

Abstract

In this research, it was explored the effect of the Computer Assistaid Instruction material (Education Software) which was designed by ARCS Model on student’ achievement. This research was carried out on the 6th grade students in a Primary School. Students completed a computerbased lesson on Word Programme. Both experimental group and control group were equated. The education software which was designed by ARCS Model was applied to the experimental group while the education software which was not designed by ARCS Model was applied to the control group. Before instruction and after instruction the achievement test was given to control and experiemental groups. The same achievement test was given to students two weeks later to measure their retention levels. The results indicated that the software which was designed by ARCS Model had a significant effect on achievement. But, there could not be found any meanigful difference among the student’ retention levels.

Özet

Bu çalışmada ARCS modeline dayalı olarak tasarlanan bilgisayar destekli öğretim materyalinin (Eğitsel yazılım) öğrencilerin akademik başarıları üzerindeki etkileri incelenmiştir. Araştırmanın uygulaması İlköğretim 6. sınıf öğrencileri üzerinde gerçekleştirilmiştir. Araştırmada öğretim materyali olarak Word’de Yazı Biçimlendirme konusunu ele alan bir eğitim yazılımı kullanılmıştır. Kontrol ve deney gruplarına programdan önce ve sonra başarı testi, öğretimden iki hafta sonra da aynı başarı testi öğrenmenin kalıcılığını ölçmek üzere yeniden uygulanmıştır. Araştırmada elde edilen sonuçlar değerlendirildiğinde ARCS Modeline göre tasarlanan eğitim yazılımı ile öğrenim gören deney grubunun akademik başarısı ile ARCS Modelinin uygulanmadığı eğitim yazılımı ile ders gören kontrol grubunun akademik başarısı arasında anlamlı bir fark olduğu görülmüştür. Ancak, kalıcılık yönünden gruplar arasında anlamlı bir fark bulunmamıştır.

🔖

Cite This Article

KAYAK, S., MAHİROĞLU, A. (2010). THE EFFECT OF EDUCATIONAL SOFTWARE BASED ON ARCS MODEL FOR MOTIVATION ON LEARNING. Türk Eğitim Bilimleri Dergisi, Cilt: 8 - Sayı: 1, 67–88. https://ajindex.com/articles/113076

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (9)

  1. Alkan, C. (1988). Öğretme-öğrenme süreçleri ilkeler. A.Ü. Eğitim Bilimleri Fakültesi Dergisi, Cilt:21, Sayı:1–2.
  2. Alkan, C. (1998). Eğitim teknolojisi. Ankara:
  3. Anı Yayıncılık. Alkan, C. (1995). Özel öğretim ilke ve yöntemleri–özel öğretim teknolojileri. Ankara: A.Ü. Eğitim Bilimleri Fakültesi Yayını, No: 167. Arleen L. C. (1992). Student motivation and learning: the role of the school counselor. The School Counselor, May. Vol, 39. Bacanlı, H. (2000). Gelişim ve öğrenme. Ankara:
  4. Nobel Yayın Dağıtım. Brophy, J. (1998). Motivating students to learn. MA. Boston: McGraw-Hill,. Çilenti, K. (1988). Eğitim teknolojisi ve öğretim. Ankara:
  5. Kadıoğlu Matbaası. Erkan, H. (1994). Bilgi toplumu ve ekonomik gelişme. Ankara:
  6. Türkiye İş Bankası, Kültür Yayınları, No.326. Hannafin, M.J., Pack, K.L (1988). The desing, development, and evaluation of instructional software, NY: Prentice Hall. Iguchi, I., Suzuki, K. (1998). Improving junior-high geometry by using a drawing software. In W.C. Tang, K., Shirayanagi, S. C., Chu, G. Fitz-Gerald (Eds.), Proceedings of the Third Asian Technology Conference in Mathematics. Tsukuba, Japan, Singapore: Springer-Verang, Karasar, N. (2002). Bilimsel araştırma yöntemi. Ankara:
  7. Nobel Yayınları.
  8. Keller, J. M. (1979). Motivation and instructional design: A theorectional perspective. Journal of Instructional Development, 2(4). Keller, J. M. (1983). Motivational design of instruction. In C.M. Riegeluth (Ed.), Instructional Design Theories And Models. NJ: Erlbaum, Hillsdale. Keller, J. M. (1987a). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3). Keller, J. M. (1987b). Strategies for stimulating the motivation to learn. Performance & Instruction, 26(8). Keller, J. M. (1987c). The systematic process of motivational design. Performance & Instruction, 26(9–10).
  9. Keller, J. M. (1993). Instructional materials motivation scale (HMMS). Unpublished mauscript. Florida State University, Tallahassee. Keller, J. M., Kopp, T.W. (1987). An aplication of the ARCS model of motivational design. In C.M. Reigeluth (Ed.), Instrructional Theories İn Actions: Lessons İllustrating Selected Theories And Models. NJ: Erlbaum, Hillsdale. Keller, J. M., Suzuki, K. (1988). Use of the ARCS motivational model in courseware design. In D.H. Jonassen (Ed.), Instructional Design For Microcomputer Courseware. Hillsdale, NJ: Erlbaum. Klein, J. D., Freitag, E. T. (1991). Effects of using an instructional game on motivation and per