ARCS and RGT Integrated High-Efficiency E-Books

Autor/inn/en	Chang, Yi-Hsing; Chao, Pin-Chun; Fang, Rong-Jyue
Titel	ARCS and RGT Integrated High-Efficiency E-Books
Quelle	In: Education Sciences, 9 (2019), Artikel 94 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Electronic Publishing; Books; College Freshmen; Web Sites; Teaching Methods; Foreign Countries; Instructional Effectiveness; Educational Technology; Technology Uses in Education; Attention; Relevance (Education); Self Esteem; Student Satisfaction; Taiwan + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Book; Buch; Monographie; Monografie; Studienanfänger; Web-Design; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Unterrichtserfolg; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Aufmerksamkeit; Relevance; Relevanz; Self-esteem; Selbstaufmerksamkeit
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. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01