As a basic specialized course for the major of Sports, “Sports Statistics” is featured by strong theoretical foundation and practical operations. However, there are some problems among students in the teaching of this course, such as insufficient learning motivation, low interest in learning, difficulties in understanding theoretical knowledge, and difficulties in mastering practical operations. Therefore, using the ARCS motivation model as the framework and combining the exploratory learning theory, a systematic ARCS (Attention, Relevance, Confidence, Satisfaction) Motivation Teaching Mode was proposed from the perspectives of Attention, Relevance, Confidence, and Satisfaction. The ARCS Motivation Teaching Mode was constructed from the aspects of system architecture, teaching methods, teaching approaches, effect evaluation, etc. and practically applied in the multimedia teaching of “Sports Statistics” in the four steps including Attention, Relevance, Confidence, and Satisfaction. The results show that the ARCS Motivation Teaching Mode can effectively promote students’ learning motivation, correct their learning attitude, and thereby achieve a positive teaching effect. It is an effective teaching mode for specialized course of Sports.

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A Multimedia Teaching Model for “Sports Statistics” Based on ARCS Motivation Theory

Purpose: The purpose of this study was to analyze the current status of studies related to the learning methods of biological nursing subjects in Korea. Methods: Five databases (KoreaMed, KMbase, NDSL, KISS, KiSTi) and grey literature were searched prior to February 2018. A total 12 studies met the inclusion criteria including 11 articles and 1 proceeding. Results: We included five experimental studies, five non-experimental studies, and two mixed method studies. First, most of the studies that applied a learning method focused on the subject of human anatomy and physiology; team-based learning was the method that was utilized the most. Second, the necessity of well-designed research was confirmed because the quality of included studies was low. Third, the research variables identified were mainly concentrated on the affective domain, and included satisfaction, motivation, self-efficacy, self-directed learning, confidence, attitude. We confirmed the need to develop a learning program that can also improve the cognitive and psychomotor domain variables in future research. Conclusion: The results of this study suggest that further research should be conducted with consideration the domain of research variables evenly. In addition, future studies should apply various learning methods and included randomized controlled trials.

The Analysis of Studies Related to the Learning Methods of Biological Nursing Subjects in Korea

The aim of this study is to develop a model for the alternative selection in port privatization using Brainstorming, the ISM and AHP methods. For this, 30 detailed attributing factors were identified by both previous studies and port users, Also, 13 attributing evaluation factors were identified by a group of port experts using the brainstorming method. These were made into a model of hierarchical structure with 3 levels, taking 1 goal factor, 5 evaluation factors and 7 alternative factors using the ISM method. The collected date of questionnaires through the AHP method were analyzed with a group of port experts for an empirical analysis. The result of the hierarchical level 2 shows that profitability is the most important factor, followed by public interest, management professionality, service quality and financial soundness. The analysis results of hierarchical level 3 shows that commercialization is the most important factor.

항만 민영화 대안 선정을 위한 모형개발

The purpose of this study was tried to identify the effect of nursing students’ learning motivation in microbiology through microbiology laboratory practice based on the Keller’s ARCS model In order to achieve this research, this study was designed a quasi-experimental pre-post tests control group Experimental group received a microbiology theory and practice based on ARCS model and control group received microbiology theory only To identify the microbiology learning motivation effect to nursing student, we measured learning motivation by Keller’s ARCS model that consisted of attention, relevance, confidence, and satisfaction The major results of the experimental group showed significantly higher level of total learning motivation and all four subcategories compared to control group Based upon the above results, microbiology laboratory practice might be beneficial for the nursing students to motivate microbiology learning

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Papers

Effect of Nursing Students' Learning Motivation in Microbiology Lecture involved in Laboratory Based on the ARCS Model