ARCS 동기모델에 비추어본 학습장애 아동의 동기 관련 연구 특징 분석
Review of Experimental and Research Studies Related to Motivational Design for Students with Learning Disabilities
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참고문헌
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초록
많은 학습장애 아동들이 동기문제로 인하여 학업성취, 학업태도, 학교적응 등에서 어려움을 겪고 있다. 최근의 교수적 접근들은 학생들의 동기유발과 지속에 초점을 두고 있다. 본고에서는 이러한 동기의 중요성을 바탕으로 학습장애 아동의 동기 관련 연구들의 특징을 분석하였다. 이를 위하여 2003년부터 2013년까지 지난 10년간 국내ㆍ외에서 이루어진 학습장애 아동의 동기관련 실험연구와 조사연구 총 19편을 고찰하였다. 먼저 선행연구들의 전반적 특성을 비교하고, 주의집중, 관련성, 자신감, 만족감이라는 4개의 동기요소들을 균형 있게 통합한 동기설계의 총체적ㆍ체제적 문제해결 접근인 ‘ARCS 동기모델’을 중심축으로 재차 분석하였다. 그리고 동기연구의 분석 결과를 종합하였다. 도출한 분석결과를 바탕으로 학습장애 아동의 동기설계를 현장에 적용하기 위한 시사점을 논하였다.
Abstract
Many students with learning disabilities have experienced motivational difficulties resulted in low academic achievement, negative learning attitude, and school maladjustment. Recent instructional approaches focused students’ motivation and maintenance. The purpose of this study is to investigate features and future directions regarding systematic motivational designs for students with learning disabilities. For this, domestic and international literatures published for the last 10 years were reviewed. A total of 19 papers, 7 Korean studies and 12 oversea studies were analyzed in terms of motivational components and related factors. A total of 5 experimental studies and 14 research studies were identified. First of all, articles’ overall features were compared each other and then, re-analyzed by Keller’s ARCS motivational model in relation to four categories attention, relevance, confidence, and satisfaction. Finally this paper discussed advantages and limitations in applying the ARCS motivational model in special education.
참고문헌 (19)
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