A Study on Learning Effects of Digital Logic by Applying ARCS Motivation Theory

• Main Authors: Chih-Jung Yen, 嚴致榮
• Other Authors: Chien-I Lee
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/62423v

碩士 === 國立臺南大學 === 數位學習科技學系數位學習科技碩士在職專班 === 102 === This study aims to investigate learning effects of digital logic by applying ARCS motivation theory.Adopting quasi-experimental method,this study involved two classes of eleventh grade students in Tainan City,33 students as experimental group and 32 students as control group. The instruments used are ARCS Motivation Scale,Learning Effects Test Papers, and Group Embedded Figures Test. Pretest and post-test are included in the three-week experimental teaching session, three times a week,50 minutes per session. The results are as follows: 1. After receiving different experimental teaching,the experimental group and control group students appeared significant difference in learning effects. 2. After receiving different experimental teaching, the middle level of student in the experimental group and the control group appeared significant difference in learning effects post-test. 3. Experimental groups of students with different cognitive styles,did not appear significant difference in learning effects post-test. Keywords: ARCS, motivation theory, learning effects, cognitive style