ARCS动机理论视角的线上大学英语教材使用效果研究

A study on the effectiveness of online university English textbook use from the perspective of the ARCS motivation theory

本研究以118名非英语专业本科生为研究对象,通过干预性实验探讨了基于ARCS(注意力、相关性、自信心、满意度)动机理论的线上大学英语教材使用效果。结果显示,ARCS动机调控策略能有效提升学生的教材使用动机、使用体验和学习成绩,但对动机4个维度的影响程度不同。研究阐明了线上教学中动机调控与教材使用之间的关系,有助于教师优化教学设计和学生提高学习效果。

With 118 non-English major undergraduates as the participants and through an interventional experiment,this study investigated the effectiveness of online university English textbook use based on the ARCS(attention,relevance,confidence,satisfaction)motivation theory.The findings revealed that the ARCS motivational regulation strategies effectively enhanced the students'motivation for textbook use,learning experience,and academic achievement,albeit with varying degrees of influence on the four dimensions of motivation.The study elucidated the relationship between motivational regulation and textbook use in online teaching,providing insights for instructors to optimize instructional design and for students to improve learning effectiveness.