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dc.contributor.authorKaragiannis, Ioannis-
dc.contributor.authorSatratzemi, Maya-
dc.contributor.editorNovotná, Jarmila-
dc.contributor.editorJancarík, Antonín-
dc.date.accessioned2020-03-14T09:58:30Z-
dc.date.available2020-03-14T09:58:30Z-
dc.date.issued2016-10-
dc.identifier.isbn978-1-911218-18-0en_US
dc.identifier.issn2048-8637en_US
dc.identifier.urihttps://ruomo.lib.uom.gr/handle/7000/616-
dc.description.abstractMotivation 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.en_US
dc.language.isoenen_US
dc.publisherAcademic Conferences and Publishing International Limiteden_US
dc.subjectFRASCATI::Engineering and technologyen_US
dc.subjectFRASCATI::Social sciencesen_US
dc.subject.otherLearning Management Systemen_US
dc.subject.othermotivationen_US
dc.subject.othere-learningen_US
dc.subject.otherprogress calculationen_US
dc.subject.otherARCS modelen_US
dc.titleΑ Technique to Enhance Motivational Appeal of Moodle: Design and Evaluationen_US
dc.typeConference Paperen_US
dc.contributor.departmentΤμήμα Εφαρμοσμένης Πληροφορικήςen_US
local.identifier.firstpage350en_US
local.identifier.lastpage356en_US
local.identifier.volumetitleProceedings of the 15th European Conference on e-Learning (ECEL 2016)en_US
local.identifier.eisbn978-1-911218-17-3en_US
local.identifier.eissn2048-8645en_US
Εμφανίζεται στις Συλλογές: Τμήμα Εφαρμοσμένης Πληροφορικής

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