Review of Experimental and Research Studies Related to Motivational Design for Students with Learning Disabilities (ARCS 동기모델에 비추어본 학습장애 아동의 동기 관련 연구 특징 분석)

민수진

Review of Experimental and Research Studies Related to Motivational Design for Students with Learning Disabilities

Journal of Special Education: Theory and Practice
Abbr : JSPED
2013, 14(4), pp.81-112
Publisher : Research Institute of the Korea Special Education
Research Area : Social Science > Education

민수진 ¹

¹이화여자대학교

Accredited

ABSTRACT

Many students with learning disabilities have experienced motivational difficulties resulted in low academic achievement, negative learning attitude, and school maladjustment. Recent instructional approaches focused students’ motivation and maintenance. The purpose of this study is to investigate features and future directions regarding systematic motivational designs for students with learning disabilities. For this, domestic and international literatures published for the last 10 years were reviewed. A total of 19 papers, 7 Korean studies and 12 oversea studies were analyzed in terms of motivational components and related factors. A total of 5 experimental studies and 14 research studies were identified. First of all, articles’ overall features were compared each other and then, re-analyzed by Keller’s ARCS motivational model in relation to four categories attention, relevance, confidence, and satisfaction. Finally this paper discussed advantages and limitations in applying the ARCS motivational model in special education.

KEYWORDS

learning disabilities, motivational components, ARCS model, IEP, motivational design

Citation status

* References for papers published after 2023 are currently being built.

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Journal of Special Education: Theory and Practice 2023 KCI Impact Factor : 1.96