ARCS motivation factors significantly predict learning achievement¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The null hypothesis that ARCS factors cannot predict learning achievement was rejected (H5: F=4.020, p<0.001). → Su 2013
Evidence¶
Su 2013¶
Su, C.-H., & Cheng, C.-H. (2013). 3D game-based learning system for improving learning achievement in software engineering curriculum. The Turkish Online Journal of Educational Technology, 12(2). https://eric.ed.gov/?id=EJ1015378
q2 · i? · causal · r2
Hypothesis test reported in Table 2 from the quasi-experiment data: H5 was rejected with F=4.020 and p<0.001, indicating ARCS factors significantly predict learning achievement. No effect size is printed.
"H5: ARCS factors cannot predict learning achievement. 4.020 *** p<0.001"
Discussion¶
Related Claims¶
- Students' learning motivation has a significant impact on their learning achievement in the system analysis unit — related
- ARCS motivation did not significantly moderate any of the tested UTAUT3 acceptance pathways — related
- OER-based blended learning with Quipper School raised relevance and confidence motivation significantly higher than face-to-face classroom learning — related
- Student–student and teacher–teacher dialogue formats elicited significantly higher ARCS motivation than the teacher–student format — related
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