Motivation-Driven Design Model of Integrating Google Earth into Homeland Education

• Main Authors: Ya-lin Chiou, 邱雅琳
• Other Authors: 吳純萍
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/50003672650834974800

碩士 === 淡江大學 === 教育科技學系碩士在職專班 === 99 === Homeland Education aims to cultivate students’ appreciation of their homeland culture and devotion to homeland development. However, the limited educational resources of current educational system have led to students’ insufficient knowledge of the place where they grow up. The virtual environment created in the Google Earth, breaking the limits of learning time and space, enables teachers and students to fly virtually to any sites of their hometown. Therefore, more and more teachers utilize the pictures and functions of this technology. Students’ knowledge of their homeland might be enhanced; however, limited impact on students’ affectively identifying themselves as a member of their homeland was shown. Therefore, this study, grounding on the ARCS motivation theory, aims to design a motivation oriented model of integrating Google Earth into homeland education. The impact of this design was investigated via a quasi- experimental design with pre-and-post tests. Two classes of 7th grade students were recruited and students’ knowledge and Identity of Homeland Culture were examined. The ANCOVA results evidenced that the experimental group performed statistically significantly better than the control group who adopted traditional use of Google earth in the scores of (cognitive) Knowledge of Homeland Culture and (affective) Identity. The ARCS- based model of integration of Google earth into homeland education contributes to enhancing students’ knowledge and identity to their homeland, encouraging their devotion to the development of their homeland, which was supported. Implication on practice and future research were recommended.