Integrating ARCS Motivational Strategies into CALL Courseware for Holistic Practice: A Study
Isabel Borrás, Maria Coronel, SDSU, United States
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-40-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This study investigated the effects on writing performance of three levels of integration (basic, medium, full) of ARCS motivational conditions (Attention, Relevance, Confidence, and Satisfaction) into a CALL (Computer-Assisted Language Learning) program for holistic foreign language practice. It also addressed the effects of two degrees of relevance (low, high of the learning tasks. Forty-eight undergraduate students, randomly assigned to six treatments, accomplished two writing activities using one of the six versions of the program. The ARCS full integration groups performed significantly better than did the medium and basic groups. The degree of task relevance did not affect significantly performance. Students felt that the program gave them, in this order, confidence, attention, relevance, and satisfaction. Motivational strategy and task relevance impacted significantly the intensity and persistence of students' learning effort, as revealed by five sets of data traced by the program's tracking tools: Intro Time, Activity Time, Help Time, Help Frequency, and Overall Frequency of Access. Writing draft analysis uncovered the effects of three writing-fostering features of the program on subjects' use of "practice," "resourcing" and "output structuring" strategies.
Borrás, I. & Coronel, M. (2000). Integrating ARCS Motivational Strategies into CALL Courseware for Holistic Practice: A Study. In J. Bourdeau & R. Heller (Eds.), Proceedings of ED-MEDIA 2000--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 133-139). Montreal, Canada: Association for the Advancement of Computing in Education (AACE).
© 2000 Association for the Advancement of Computing in Education (AACE)