The e-learning group reported significantly higher motivation to learn than the lecture-based group¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Participants' motivation scores differed significantly between groups (126.10±3.97 control vs. 160.63±22.41 experimental). → Omrani 2012

Evidence¶

Omrani 2012¶

Omrani, S., Fardanesh, H., Hemmati, N., & Hemmati, N. (2012). Exploring an appropriate instructional design model for continuing medical education. Turkish Online Journal of Distance Education, 13(3). https://eric.ed.gov/?id=EJ997826

q2 · i? · causal · r2

Motivation questionnaire (48 Likert-scale items adapted from Keller's ARCS model, Cronbach's coefficient 91%) administered after the programs; Table 3 reports overall motivation t = 8.31, p = 0.001, favoring the e-learning group.

"the participants’ motivation scores related to four component of Keller’s model (attention, relevance, confidence and satisfaction) had a statistically significant difference between the two groups (126.10±3.97 VS. 160.63±22.41, p<0.05)."

Discussion¶

Related Claims¶

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• Each of the four ARCS motivational components (attention, relevance, confidence, satisfaction) was rated significantly higher in the e-learning group — related
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