| Summary: | 碩士 === 大同大學 === 資訊經營學系(所) === 102 === Motivation can support learners to achieve study goals. Understanding learners’ motivation and related factors will benefit the design of education and the efficiency of learning. Keller’s ARCS model defines four major elements that will affect learning motivation. First of all, “Attention” is to arouse learner’s interests and keep them focus. Secondly, “Relevance” is to satisfy the need and purpose of learners so that they will have active attitude towards studying. Thirdly, “Confidence” is built in the progress of learning. Finally, “Satisfaction” is to provide appropriate feedbacks and rewards in order to make learners feel satisfied and reach their achievement.
This research is based on the learning materials of college information literacy courses, “Library and Information Utilization, Information Literacy and Ethics, and Information Law”, designed by the Ministry of Education and taught in the fall semester 2013 at Tatung University. Under ARCS motivation model and e-learning environment, we could realize how well students learned from these courses. This thesis investigate in different variables of students’ learning motivations in Information Literacy courses. Furthermore, we conclude the ways to strengthen students’ motivation of participating in classes. We use ARCS motivation model as an index to design the questionnaires and interviews. We summarize the quantitative and qualitative results via SPSS 18 quantitative data analysis and in-depth interviews.
According to the result and interviews we found that the maintenance of learners’ attention, the combination of correlation, the increasing of confidence and the promotion of satisfaction are significant to the learning effectiveness of e-learning Information Literacy course. We also propose recommendations for education of Information Literacy e-learning courses by applying ARCS motivation model.
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