earticle

영어

In an era of rapidly changing environments, there is a demand for individuals with diverse competencies who can respond flexibly to any situation. In universities, problem-solving-centered project classes should be conducted to foster such competencies and enable learners to continuously generate flexible and creative thinking. Additionally, in order for learners to have their interest in learning and sustain their motivation, it is necessary to provide various teaching and learning methods for learning motivation. Therefore, the purpose of this study is to explore the design project class based on Keller's ARCS model to stimulate learning motivation. The design project class was structured according to the four stages of project class(purposing, planning, executing, and judging) and incorporated four motivational factors and sixteen sub-factors necessary for the weekly learning content to design teaching-learning activities. With the application of Keller's ARCS model, editorial design project class was implemented over 15 weeks. At the end of the class, a questionnaire survey was conducted with learners in order to measure learning motivation. The survey results showed that Survey results showed that among the four motivational factors of the ARCS model, learners' confidence(C)(M=4.62, SD=.580) and satisfaction(S) (M=4.62, SD=.626) with the class scored the highest, followed by attention(A)(M=4.57, SD=.850) and relevance(R)(M=4.54, SD=.876). This study is meaningful in the point that it explored a new design project class to induce learners’ motivation by applying the ARCS model to editorial design project class. In the future follow-up study, it will be necessary to continuously research a variety of design project classes to which the ARCS model is applied for university students’ learning motivation.

한국어

급속하게 환경이변화하는 시대에서는어떠한 상황에도 유 연하게대응하면서다양한역량을지닌인재를요구한다. 대학 에서는다양한역량의인재양성을위해서, 학습자들이유연하 고창의적인사고를끊임없이발현하기위해문제해결중심의 프로젝트 수업이 수행되어야 한다. 또한, 학습자들이 스스로 학습에흥미를가지고동기가지속될수있도록학습동기유발 을위한다양한교수ž학습방법이필요하다. 이에본연구는학 습동기유발을 위해 켈러(Keller)의 ARCS모형 기반 디자인 프 로젝트수업을연구하는데목적이있다. 디자인프로젝트수업 은프로젝트수업의4단계(목적, 계획, 실행, 평가)에따라주차 별학습내용에필요한4가지동기요인및16가지하위요인들을 적용하여 교수-학습활동을 설계하였다. 켈러(Keller)의 ARCS 모형을 적용하여 15주차에 걸쳐 편집디자인 프로젝트 수업을 시행하였으며, 수업 종료 후에는 학습자를 대상으로 학습동기 검사를 시행하였다. 검사결과, ARCS 4가지동기요인중수업 에 대한 학습자들의 자신감(C)(M=4.62, SD=.580)과 만족감 (S)(M=4.62, SD=.626)이 가장 높게 나타났으며, 주의집중 (A)(M=4.57, SD=.850), 관련성(R)(M=4.54, SD=.876) 순으로나 타났다. 본연구에서는편집디자인프로젝트수업에ARCS모형 을 적용하여 학습자들의 학습동기가 유발될 수 있도록 새로운 디자인 프로젝트 수업을 모색해본 것에 연구의 의의를 가진다. 향후후속연구에서는대학생의학습동기유발을위해ARCS모 형을적용한다양한디자인프로젝트수업에대한연구가지속 적으로 이루어져야 한다.