Designing and Evaluating Digital Game-Based Learning with the ARCS Motivation Model, Humor, and Animation

Digital technology and Internet have been combined with modern people's life, and the combination of bit technology with network communication systems largely change people's lifestyles. Along with the popularity of education, the application of digital technology also enhances the basic changes of learning methods and learning contents. To provide quality service, professional librarians are necessary for a library. Accordingly, librarians are the core management element of a library. In the changeable technology era, librarians need constant learning for self-growth through continuing education in order to cope with the changeable environment. Taking librarians of Shanghai University of Medicine & Health Sciences as the research object, the librarians are proceeded continuing education with digital technology, and the questionnaire is distributed and collected on-site after the continuing education. The research results show that 1.continuing education would significantly and positively affect professional growth, 2.professional growth would remarkably and positively affect job satisfaction, and 3.continuing education would notably and positively affect job satisfaction. With such results, suggestions are proposed, expecting to apply the professional curricula of continuing education with digital technology for the continuous growth of librarians in the changeable era, satisfying the enhancement of core competencies to cope with reader needs under the time and technology changes, and further promoting domestic librarians' professional competence and the development of library business.

Section: H2mentioning

confidence: 99%

“…Referring to Lee and Hao (2015), the dimensions of administrative competence, professional competence, and professional ethics for librarians' professional growth are utilized in this study.…”

Section: Professional Growthmentioning

confidence: 99%

A Study on the Effect of Continuing Education with Digital Technology on Professional Growth and Job Satisfaction of Librarians

Gong

Jiang

et al. 2018

“…They concluded that using the ARCS model as the design framework did enhance learning motivation and increase learning performance. Lee and Hao (2015) combined the ARCS motivation model, and humor to design a set of multimedia applications to develop a Cat's Cradle Multimedia Learning System (CCMLS). Significance was also found in ARCS learning motivation and perceived fun of teaching materials.…”

Section: Arcs Modelmentioning

confidence: 99%

A Kinect- and Game-Based Interactive Learning System

Chang¹,

Hwang

Fang

et al. 2017

This study combined the attention-relevance-confidence-satisfaction (ARCS) motivation model with a game design model to develop a Kinect-and game-based interactive learning system to enhance learning motivation and effect. In this system, game characteristics incorporated into the learning procedure through a game model allowed the learner to have fun while learning, and it stimulated their interest in the learning activities. A Kinectbased somatosensory interface was adopted to enable the learner to control virtual characters by using their physical movements. The learning objective investigated in this study was to learn about various zoo animals. Sixty adults aged 20-25 years were recruited as experiment participants, divided equally between the experimental and control groups. Learning effect was analyzed by using a t test to compare the participants' performance in tests administered before and after one hour of learning. Learning motivation was investigated using a questionnaire in which the four elements of the ARCS model were adopted as four dimensions of inquiry. Compared with the control group, the experimental group achieved a larger test score improvement. Analyzing the questionnaire results confirmed that the learners had significantly increased motivation across all four ARCS dimensions. Finally, learners gave positive evaluations of the developed learning system.

“…Game-designed education aimed to induce and foster students' creativity and allowed students applying imagination, with the experiences and knowledge in the game-based learning process, to induce "fluency", "openness", "flexibility", "uniqueness", and "elaboration" in cognition as well as cultivate "adventure", "curiosity", "imagination", and "challenge" in affection (MichelaMortara et al, 2014). Lee and Hao (2015) proposed that game-based teaching should design story situations and skills according to learning goals. Subasi, Alickovic, and Kevric (2017) mentioned that games were the method to induce learning motivation, but not the learning focus, that activities suitable for the practice at various stages and proper difficulties are designed with clearly rules, attractive situations, and understanding of learners' knowledge and skills.…”

Section: Digital Game-based Teachingmentioning

confidence: 99%

Effects of Digital Game-Based Experiential Learning on Students’ Ethical Instruction Effectiveness

Zhao

Ding

2018

Along with rapid advance in cities and economic structure changes, traditional family structure and concept are changing to affect learning attitudes and behavior quality to result in crises in the operation of healthy society. "Ethical instruction" therefore has become the emphasis of global education in the 21 st century. The practice of ethical instruction in life allows students learning the virtue of behavior in life and stressing on the meanings of learning in practice and continued education. Gorgeous pictures, animations, and films presented on computers change children's learning methods to become easily accepting stimulating information, but not used to reading texts. Apparently, the establishment of digital games plays an important role in learning process. With nonequivalent pretest posttest control group design, 261 students of Beihua University are proceeded 15-week (3 hours per week for total 45 hours) experimental teaching in this study. The research results show significant effects of 1.digital game-based teaching on ethical instruction effectiveness, 2.experiential learning on ethical instruction effectiveness, and 3.digital game-based teaching integrated experiential learning on the promotion of ethical instruction effectiveness. According to the results, suggestions are proposed, expecting to guide learners solving problems in games so that students could solve problems by themselves to achieve autonomous learning. Besides, it allows students experiencing and learning in situations, establishing good ethics to change the attitudes and behaviors in similar situations in the future, and cultivating the concepts of responsibility, respect, concern, helping each other, cooperation, and bravery as well as healthy personality.