انگیزش در آموزش بر خط: اثر کاربست الگوی طراحی انگیزشی کلر بر انگیزش دانش آموزان دبستانی در شرایط پاندومی کووید 19

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد روانشناسی، گروه روانشناسی، دانشکده علوم انسانی، دانشگاه خیام، مشهد، ایران

2 استادیار روانشناسی، گروه روانشناسی، دانشکده علوم انسانی، دانشگاه خیام، مشهد، ایران

3 دانشجوی دکتری گروه برنامه درسی و آموزش، دانشکده علوم تربیتی و روانشناسی، دانشگاه فردوسی مشهد

چکیده

پیشینه و اهداف: انگیزش عامل تأثیرگذار مهمی در موقعیت‌های یادگیری است و موفقیت یادگیری وابسته به میزان انگیزه یادگیرندگان است. پاندومی کووید 19 سیستم‌های آموزشی را مجبور به استفاده سریع از آموزش برخط کرد. در تلاش برای سازگار شدن با آموزش غیرحضوری توجه به مسائل انگیزشی دانش آموزان اهمیت دوچندان دارد. پژوهش حاضر با هدف بررسی انگیزش دانش آموزان با به‌کارگیری الگوی طراحی انگیزشی کلر(ARCS) در آموزش برخط، انجام شد.
روش: برای تحقق هدف پژوهش از روش شبه آزمایشی از نوع پیش‌آزمون و پس‌آزمون با گروه کنترل استفاده شد. پرسشنامه انگیزشی بودن تدریس کلر(CIS) بر روی نمونه‌ای شامل دو کلاس 37 نفره از دانش آموزان دختر پایه ششم ناحیه هفت مشهد در سال تحصیلی 1399-1400 اجرا شد. دو کلاس به‌صورت در دسترس انتخاب شدند و یک کلاس به‌عنوان گروه آزمایش، با الگوی ARCS و دیگری به‌عنوان گروه کنترل، با روش رایج آموزش داده شدند.
یافته‌ها: تحلیل نتایج با روش کوواریانس چند متغیره، نشان داد که دو گروه آزمایش و کنترل در میانگین نمرات انگیزش و مؤلفه‌های توجه و ارتباط تفاوت معنادار دارند؛ اما در میانگین نمرات اطمینان و رضایت، تفاوت معناداری دیده نشد. بر اساس نتایج به‌دست‌آمده الگوی طراحی انگیزشی کلر بر انگیزش و جلب‌توجه و ارتباط دانش آموزان در محیط برخط اثربخش می‌باشد.

نتیجه‌گیری: آموزش برخط بر اساس مدل انگیزشی کلر در درس تفکر و پژوهش دانش-آموزان پایه ششم ابتدایی بر انگیزش و خرده مقیاس‌های توجه و ارتباط آن تأثیرگذار است و اثر قابل‌ملاحظه‌ای بر خرده مقیاس‌های اطمینان و رضایت انگیزش ندارد.

کلیدواژه‌ها

عنوان مقاله [English]

Motivation in Online Education: The Effect of Keller’s Motivational Design Model Implementation on Elementary School students’ Motivation in Covid-19 Pandemic

نویسندگان [English]

  • Sonia Hosseinzade 1
  • Fatemeh Shahamat Dehsorkh 2
  • Zahra Vaghari Zamharir 3
1 MA in General psychology, Department of Psychology, Faculty of humanities Khayyam University, Mashhad, Iran
2 Assistant Professor of Psychology, Department of Psychology, Faculty of humanities, Khayyam University, Mashhad, Iran
3 Ferdowsi University of Mashhad
چکیده [English]

Background and Objectives: Motivation is an influential factor in the learning situations and the success of learning depends on whether or not the learners are motivated. The coronavirus pandemic has forced students and educators to rapidly adapt to online learning. To create efficient online learning experiences, students’ motivation in e-learning activities must be considered. In this article researchers were aimed to investigate the effectiveness of Keller’s motivational design on students’ motivation in online teaching.
Methods: With the control group, a quasi-experimental pretest-posttest design was used. Course Interest Survey (CIS) was administered on samples of sixth grade elementary students (37 females in each class).
Findings: Analysis of data using multicovariate analysis, shows that there is a significant difference between the experimental and control groups in the mean scores of motivations and the components of attention and relationship. But there are no significant differences in the students' confidence and satisfaction scores between two groups. Based on the results, the Keller’s motivational design model is effective on motivating and attracting students' attention and communication in the online environment.
Conclusion: The conclusion and discussion of the research are explained.

کلیدواژه‌ها [English]

  • Curriculum
  • Instruction
  • Learning
  • Achievement

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  • تاریخ دریافت: 20 فروردین 1401
  • تاریخ پذیرش: 22 فروردین 1401
  • تاریخ اولین انتشار: 22 فروردین 1401
  • تاریخ انتشار: 01 اسفند 1400

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