Applying ARCS Model to Assess the Motivational Characteristics of a Web-based Course in Economic Education in Greece PROCEEDINGS
Emmanouil Choustoulakis, Emmanouil Nikoloudakis, National & Kapodistrian University of Athens, Greece
Global TIME, in Online, Publisher: Association for the Advancement of Computing in Education (AACE)
This paper reports the results of a research, aimed to assess the motivational characteristics of a web-based course in Financial Mathematics, using Keller’s ARCS model of motivation. A randomly assigned sample of 84 students, from a private institute of vocational training in Athens, Greece, was asked to complete twice the Instructional Material Motivation Survey (IMMS) instrument. A pre-post evaluation research design was employed. By comparing pre and post survey results, researchers identified core motivational issues and examined how they change over time. Inferential statistical tests were used to confirm the statistically significant development of certain motivational characteristics along all dimensions of the web-based course. Each identified instructional component was found to have a unique impact on instructional outcomes. The findings of this study can help future researchers to design and develop more effective instructional interventions in economic education.
Choustoulakis, E. & Nikoloudakis, E. (2011). Applying ARCS Model to Assess the Motivational Characteristics of a Web-based Course in Economic Education in Greece. In Proceedings of Global TIME 2011 (pp. 183-188). Association for the Advancement of Computing in Education (AACE).
© 2011 AACE