ARCS模型在MOOC研究中的应用及对MOOC评价的启发
李雨朦
国家开放大学 学生工作与教师发展部, 北京 100039
起止页码: 90--94页
DOI:
摘要：
ARCS模型是学习动机领域非常经典的理论模型。自1984年正式提出后，大量国内外学者依托于这一模型进行了相关的研究，覆盖了模型的理论研究、实践应用、基于模型的测评等多个研究方向。近些年来，关于ARCS模型的研究主要集中于其在MOOC领域的应用。对ARCS模型国内外研究进展进行回顾，得出其对于MOOC评价的启发，有助于通过评价提升我国MOOC的质量，促进MOOC发展，使这一“没有壁垒”的学习方式让更多人受益。
The Application of ARCS Motivation Model in MOOC Research and Its Inspiration to MOOC Evaluation
LI Yu-meng
Department of Student Affairs and Teacher Development, The Open University of China, Beijing 100039, China
Abstract:
ARCS model is a very classical theoretical model in the field of learning motivation. Since it was formally proposed in 1984, a large number of domestic and foreign scholars have carried out related research based on this model, covering multiple research directions such as theoretical research, practical application, and model-based evaluation of the model. In recent years, the research on ARCS model mainly focuses on its application in the field of MOOC. Reviewing the research progress of the ARCS model at home and abroad, and drawing its inspiration for MOOC evaluation, it will help to improve the quality of MOOC in China and promote the development of MOOC through evaluation, so that this "no barriers" learning method can benefit more people.
收稿日期: 2022-05-23
基金项目:
参考文献：
[1]Keller J M.Motivational Design for Learning and Performance[M]. New York:Springer US, 2010.
[2]
[3]Keller J M. Motivation, learning, and technology:Applying the ARCS-V motivation model[J].Participatory Educational Research, 2016(2):1-13.
[4]Keller J M. Motivation in cyber learning environments[J]. International Journal of Instructional of Educational Technology, 1999(1):7-30.
[5]Song S H, Keller J M. Effectiveness of motivationally adaptive computer-assisted instruction on the dynamic aspects of motivation[J]. Educational Technology Research&Development, 2001(2):5-22.
[6]Feng S L, Tuan H L. Using ARCS model to promote 11th graders' motivation and achievement in learning about acids and bases[J]. International Journal of Science&Mathematics Education, 2005(3):463-484.
[7]Kim C M, Keller J M.Effects of motivational and volitional email messages(MVEM) with personal messages on undergraduate students' motivation, study habits and achievement[J].British Journal of Educational Technology, 2010(1):36-51.
[8]Visser L, Plomp T, Amirault R J, et al.Motivating students at a distance:The case of an international audience[J].Educational Technology Research&Development, 2002(2):94-110.
[9]Keller J, Suzuki K. Learner motivation and E-learning design:A multinationally validated process[J].Journal of Educational Media, 2004(3):229-239.
[10]ChanLin L.Applying motivational analysis in a Web-based course[J].Innovations in Education and Teaching International, 2009(1):91-103.
[11]Hodges C B, Kim C M.Improving college students' attitudes toward mathematics[J].Techtrends, 2013(4):59-66.
[12]Ocak M A, Akçayır M.Do motivation tactics work in blended learning environments:The ARCS model approach[J]. International Journal of Social Sciences&Education, 2013(4):1058-1070.
[13]Chen Y T.A study to explore the effects of self-regulated learning environment for hearing-impaired students[J]. Journal of Computer Assisted Learning, 2014(2):97-109.
[14]李雪莲, 杨敏.激发受训者学习动机的企业培训设计——基于促动因素系统学说的研究视角[J].现代教育技术, 2008(10):118-120+104.
[15]于连科.学习动机理论在远程教育中的应用[J]. 现代远距离教育, 2009(3):16-20.
[16]Fischer G.Beyond hype and underestimation:Identifying research challenges for the future of MOOCs[J].Distance Education, 2014(2):149-158.
[17]李卢一, 许蓉, 郑燕林.ARCS模型视角下网络学习反馈设计[J]. 现代远距离教育, 2013(3):66-71.
[18]周效章.基于ARCS的分布式虚拟教学中的学习动机设计探究[J]. 中国电化教育, 2013(4):56-59+69.
[19]柳春艳.SPOC在中小学教育中的应用模式探索——基于ARCS模型视角[J]. 中国电化教育, 2015(12):120-125.
[20]李卢一, 郑燕林.ARCS模型视角下创客项目设计研究[J]. 现代远距离教育, 2018(2):12-19.
[21]郑燕林.ARCS模型视角下高校推进MOOC应用的路径选择[J].中国电化教育, 2015(3):2-9.
[22]武丽娜, 刘永权.成人学位英语APP移动学习教学设计与效能分析[J].中国远程教育, 2016(7):20-25.