Integration of ARCS Motivational Model and IT to Enhance Students Learning in the Context of Atayal Culture

Abstract

This study involved using teaching strategies from the ARCS Motivational Model to develop new interdisciplinary curricular modules and ability assessments that combine Atayal culture with information technology. The purpose was to explore whether, through pedagogy based on the ARCS motivational model, indigenous middle-school students had a significant improvement in teamwork, creative thinking, and communication abilities, and whether or not students' interest in information technology and culture was inspired. Research subjects were 17 first-year students in an Atayal Comprehensive Junior-Senior High School in Nan'ao, Yilan County. The research period was 2016-2017, and data was collected from teaching demonstrations, thoughts written down by students, and tests. Research tools include the qualitative written thoughts of the students and a quantitative assessment of the key abilities of teamwork, creative thinking, and communication abilities. There were a total of 33 items. To explore whether there was a significant change in indigenous students' teamwork, creative thinking, and communication abilities, the Wilcoxon signed-rank test was used for statistical analysis of pre-test and post-test results. Research results show that indigenous students performed significantly better in the post-test than in the pre-test with respect to teamwork, creative thinking, and communication. The thoughts students wrote down after class clearly expressed interest in the crossdisciplinary course combining culture and information technology. Therefore, the course using an ARCS motivational model to combine Atayal culture and information technology significantly improved indigenous students' teamwork, creative thinking, and communication abilities.

Course Review Horay-Based Bamboo Dancing in 21st Century Learning: How Can We Assess Students' Mathematical Creative Thinking?

“…The Bamboo Dance learning model is said to be better because students can exchange experiences with each other in the learning process (Sutarna & Kusdiana, 2018), increase collaboration among students (Chao et al, 2019), and increase tolerance among fellow students (Rohartati, 2019). It can be seen that the Bamboo Dance learning model integrated with Course Review Horay is better.…”

“…Some previous studies have shown that the Bamboo Dance learning model can evenly distribute information to all students through their respective pairs in a short and concurrent time (Chao et al, 2019;Fiyany, 2018;Novitasari, 2017b), the CRH learning model can improve learning including teacher's skills, students' activities, and students' learning outcomes (Kasna et al, 2015;Muhandaz et al, 2018;Suryani et al, 2016), students are more active, and teachers are only as facilitators, dynamists, and mentors in learning activities (Prameswari et al, 2017). Also, CRH can increase interaction among students in the learning process (Hermawan et al, 2018;Lapatta et al, 2015;Wahyudi & Tripuspitaningrum, 2018;Wardani et al, 2019).…”

Indigenizing and contextualizing the use of cooperative learning strategies

“…By learning these indigenous TAYTU CL strategies, this makes Cebu and the Philippines ready for the ASEAN integration and internationalization of education, where the interplay of indigenous culture imperatively positions to promote a tapestry of an Asian identity in the academia's global arena. Twenty-first-century learners can learn better using indigenous teaching strategies because they can understand their own culture and their physical environment (Chao et al, 2019). This aspiration follows the progressivist view that requires the use of reassertion of Filipino culture in general and the Cebuano culture in particular at par with the people's diverse cultural contexts in Asia and the global community.…”

“…Thinking on whether the quest for indigenization of the lessons brings a positive result or not. Chao, Jiang, Yeh, Liu & Lin (2019) revealed that there is a significant performance in collaboration, communication, and creative thinking in the context of an indigenous culture.…”

Effectiveness of distance education designed based on ARCS Motivational Model: A study on children’s literature course

“…E-öğrenmeye yönelik yapılan araştırmaların e-öğrenmede öğretmen rollerine, e-öğrenmenin avantajları ve dezavantajlarına, e-öğrenmede sınıf yönetimine ilişkin sorunlar ve çözüm önerilerine, e-öğrenmede Web 2.0 uygulamaları ve e-öğrenmeye etkisine ve e-öğrenmeye hazır bulunuşluk ve memnuniyet düzeylerinin akademik başarıya etkisine odaklandığı görülmektedir (Atıcı & Yıldırım, 2010;Dinçer & Yeşilpınar-Uyar, 2016;Korkmaz, Çakır, & Tan, 2015;Yengin, Karahoca, Karahoca, & Yücel, 2010). Öğretim tasarımı açısından, ARCS Modeline yönelik araştırmaların ise yükseköğretim, ortaöğretim ve ilkokul olmak üzere farklı eğitim kademelerinde ARCS Modelinin kullanımı, uzaktan eğitimde ARCS Modeli kullanımı, belli bir dersin öğretimine yönelik ARCS Modeli kullanımı, öğretim materyalinin veya video öğreticilerin ARCS Modeline göre tasarımı ve kullanımı ile ilgilidir (Chao, Jiang, Yeh, Liu, & Lin, 2019;Malik, 2014;Molaee & Dortaj, 2015;Wah, 2015;Wahyudi, Joyoatmojo, & Sawiji, 2017;Wongwiwatthananukit & Popovich, 2000).…”