Please use this identifier to cite or link to this item:
Title: Α Technique to Enhance Motivational Appeal of Moodle: Design and Evaluation
Authors: Karagiannis, Ioannis
Satratzemi, Maya
Editors: Novotná, Jarmila
Jancarík, Antonín
Type: Conference Paper
Subjects: FRASCATI::Engineering and technology
FRASCATI::Social sciences
Keywords: Learning Management System
progress calculation
ARCS model
Issue Date: Oct-2016
Publisher: Academic Conferences and Publishing International Limited
First Page: 350
Last Page: 356
Volume Title: Proceedings of the 15th European Conference on e-Learning (ECEL 2016)
Abstract: Motivation is a causal factor of learning. This article presents the design and implementation of a motivational technique that builds on confidence and satisfaction dimension of the ARCS (Attention, Relevance, Confidence and Satisfaction) motivational model. The proposed technique was embedded in Moodle so as to enhance its motivational appeal by depicting student’s progress in a course. However, it can be easily integrated in any other learning system as long as it is able to track learner’s actions within it. In order to calculate knowledge progress, the use of two different measures is proposed: the Time-based Progress Calculation (TPC) and the Grade-based Progress Calculation (GPC). An evaluation study of a Moodle course was conducted in the context of an introductory programming course in order to examine the effectiveness of the proposed technique and students’ feedback on it. Three groups were randomly formed. The first two groups had access to a different version of the course in Moodle while the third one had access only to course’s webpage. The study was conducted over the first six weeks of the course, up to the mid-term exam. On completion of the respective course sections but prior to the mid-term exam, students of the first two groups had to answer a questionnaire evaluating the attended course. The questionnaire consisted of five-point Likert type questions and was divided into two subcategories: system usability and motivational appeal. The aim of our analysis was to investigate whether our motivational technique was able to stimulate students to study more, increase their motivation, and help them to improve their learning outcomes without increasing Moodle’s complexity. The results were encouraging since they indicated that the implementation of the proposed technique into Moodle affected students’ motivation and involvement, resulting in significantly higher grades on the mid-term exam, while their feedback about its usability was positive.
ISBN: 978-1-911218-18-0
Electronic ISBN: 978-1-911218-17-3
ISSN: 2048-8637
Electronic ISSN: 2048-8645
Appears in Collections:Department of Applied Informatics

Files in This Item:
File Description SizeFormat 
ECEL16_Paper_revised.pdf411,04 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.