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
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [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]
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