ARCS모형 및 마인드맵을 적용한 의학용어 학습효과
Applying ARCS Model and Mind Map to Effect of Learning Medical Term
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For learners or students, learning motivation is not only crucial but also an essential factor in successful learning. In this study, the ARCS model and the MIND MAP model were applied to increase learning satisfaction and achievement and to motivate students who are new to medical terminology. This study was conducted on first-year students who have no basic health knowledge. The subjects of the study were a total of 74 students, including 37 students who were in a class with the application of the ARCS model and MIND MAP technique and 37 students who were in a different class with the general lecture-style teaching methods. Each class lasted 150 minutes for 15 weeks to figure out which class showed higher scores in the mid-term, final-term, and pop quizzes. Students who did not improve after receiving low scores in the evaluation were decided to be considered as students who had given up the course. In a class in which the ARCS model and MIND MAP were applied, only 5 out of 37 student gave up the course completion, but in the other class that conducted lecture-type classes, 13 students gave up taking the course. If learning models such as the ARCS model and the MIND MAP are introduced into major subjects, it will be possible to increase interest in the major and increase self-directed learning capabilities, thereby enhancing the competency as a health professional.
Abstract
For learners or students, learning motivation is not only crucial but also an essential factor in successful learning. In this study, the ARCS model and the MIND MAP model were applied to increase learning satisfaction and achievement and to motivate students who are new to medical terminology. This study was conducted on first-year students who have no basic health knowledge. The subjects of the study were a total of 74 students, including 37 students who were in a class with the application of the ARCS model and MIND MAP technique and 37 students who were in a different class with the general lecture-style teaching methods. Each class lasted 150 minutes for 15 weeks to figure out which class showed higher scores in the mid-term, final-term, and pop quizzes. Students who did not improve after receiving low scores in the evaluation were decided to be considered as students who had given up the course. In a class in which the ARCS model and MIND MAP were applied, only 5 out of 37 student gave up the course completion, but in the other class that conducted lecture-type classes, 13 students gave up taking the course. If learning models such as the ARCS model and the MIND MAP are introduced into major subjects, it will be possible to increase interest in the major and increase self-directed learning capabilities, thereby enhancing the competency as a health professional.
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