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Innovations in Education and Teaching International Volume 46, 2009 - Issue 1
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Articles

Applying motivational analysis in a Web‐based course

Lih‐Juan ChanLin Department of Library & Information Science, Fu‐Jen Catholic University, Hsin‐Chuang, TaiwanCorrespondence[email protected]
Pages 91-103 | Published online: 17 Feb 2009

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Kristen M. Brewer, Robert J. McDermott, Kadi Bliss, Justin T. McDaniel, Mallory Gary & Peter J. Fadde. (2023) Can We Make the Collegiate Personal Health Course More Relevant and Applicable?. American Journal of Health Education 54:3, pages 209-223.
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Azadeh Amoozegar, Mohamed Abdelmagid & Temoor Anjum. (2022) Course satisfaction and perceived learning among distance learners in Malaysian Research Universities: the impact of motivation, self-efficacy, self-regulated learning, and instructor immediacy behaviour. Open Learning: The Journal of Open, Distance and e-Learning 0:0, pages 1-27.
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Laura Shackelford, Wenhao David Huang, Alan Craig, Cameron Merrill & Danying Chen. (2019) Relationships between motivational support and game features in a game-based virtual reality learning environment for teaching introductory archaeology. Educational Media International 56:3, pages 183-200.
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Hafed Zarzour & Mokhtar Sellami. (2018) An investigation into whether learning performance can be improved by CAALDT. Innovations in Education and Teaching International 55:6, pages 625-632.
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Sanghoon Park & Heoncheol Yun. (2017) Relationships between motivational strategies and cognitive learning in distance education courses. Distance Education 38:3, pages 302-320.
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Jon-Chao Hong, Ming-Yueh Hwang, Yeu-Ting Liu, Pei-Hsin Lin & Yi-Ling Chen. (2016) The role of pre-game learning attitude in the prediction to competitive anxiety, perceived utility of pre-game learning of game, and gameplay interest. Interactive Learning Environments 24:1, pages 239-251.
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Chiung-Sui Chang, Eric Zhi-Feng Liu, Hung-Yen Sung, Chun-Hung Lin, Nian-Shing Chen & Shan-Shan Cheng. (2014) Effects of online college student’s Internet self-efficacy on learning motivation and performance. Innovations in Education and Teaching International 51:4, pages 366-377.
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Joyce J Y Fung, Mantak Yuen & Allan H K Yuen. (2014) Self-Regulation in Learning Mathematics Online: Implications for Supporting Mathematically Gifted Students with or without Learning Difficulties. Gifted and Talented International 29:1-2, pages 113-123.
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Melinde Coetzee & Rudolf M. Oosthuizen. (2013) Examining the Mediating Effect of Open Distance Learning Students' Study Engagement in Relation to Their Life Orientation and Self-Efficacy. Journal of Psychology in Africa 23:2, pages 235-242.
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Lih-Juan ChanLin. (2012) Learning strategies in web-supported collaborative project. Innovations in Education and Teaching International 49:3, pages 319-331.
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Articles from other publishers (34)

Chenqing Song & Qifei Kao. (2023) Enhancing learner motivation by adapting strategies from the ARCS model: experience from Chinese online course design and teaching. Journal of China Computer-Assisted Language Learning 0:0.
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Chun-Yen Tsai, Wen-Ling Shih, Fu-Pei Hsieh, Yun-An Chen, Chien-Liang Lin & Hui-Ju Wu. (2022) Using the ARCS model to improve undergraduates’ perceived information security protection motivation and behavior. Computers & Education 181, pages 104449.
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Shahzad Shabbir, Muhammad Adnan Ayub, Farman Ali Khan & Jeffrey Davis. (2021) Short-term and long-term learners’ motivation modeling in Web-based educational systems. Interactive Technology and Smart Education 18:4, pages 535-552.
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Kristen Brewer, Aaron Diehr & Kadi Bliss. (2020) Why Don’t We Just Ask Them? A Qualitative Study Regarding College Student Perceptions on What Topics Should Be Included in an Introductory Health Course. Pedagogy in Health Promotion 7:3, pages 177-182.
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Barry Chametzky. 2021. Research Anthology on Developing Effective Online Learning Courses. Research Anthology on Developing Effective Online Learning Courses 1184 1205 .
Selina Atwani Ochukut & Robert Obwocha Oboko. 2021. Handbook of Research on Equity in Computer Science in P-16 Education. Handbook of Research on Equity in Computer Science in P-16 Education 248 264 .
Fidelia A. Orji & Julita Vassileva. 2021. Adaptive Instructional Systems. Adaptation Strategies and Methods. Adaptive Instructional Systems. Adaptation Strategies and Methods 79 92 .
Narjis Sherafati, Farzad Mahmoudi Largani & Shahrzad Amini. (2020) Exploring the effect of computer-mediated teacher feedback on the writing achievement of Iranian EFL learners: Does motivation count?. Education and Information Technologies 25:5, pages 4591-4613.
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Songül Karabatak & Hakan Polat. (2019) The effects of the flipped classroom model designed according to the ARCS motivation strategies on the students’ motivation and academic achievement levels. Education and Information Technologies 25:3, pages 1475-1495.
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Shubham Gargrish, Archana Mantri, Gurjinder Singh & Harun. (2020) Measuring Students' Motivation towards Virtual Reality Game-Like Learning Environments. Measuring Students' Motivation towards Virtual Reality Game-Like Learning Environments.
Kun Li & David Richard Moore. (2018) Motivating Students in Massive Open Online Courses (MOOCs) Using the Attention, Relevance, Confidence, Satisfaction (ARCS) Model. Journal of Formative Design in Learning 2:2, pages 102-113.
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Si Na Kew, Sirirat Petsangsri, Thanin Ratanaolarn & Zaidatun Tasir. (2018) Examining the motivation level of students in e-learning in higher education institution in Thailand: A case study. Education and Information Technologies 23:6, pages 2947-2967.
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Hussein Haruna, Xiao Hu, Samuel Chu, Robin Mellecker, Goodluck Gabriel & Patrick Ndekao. (2018) Improving Sexual Health Education Programs for Adolescent Students through Game-Based Learning and Gamification. International Journal of Environmental Research and Public Health 15:9, pages 2027.
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Kun Li & John M. Keller. (2018) Use of the ARCS model in education: A literature review. Computers & Education 122, pages 54-62.
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Amel Frag Lusta. 2018. Emerging Trends, Techniques, and Tools for Massive Open Online Course (MOOC) Management. Emerging Trends, Techniques, and Tools for Massive Open Online Course (MOOC) Management 156 179 .
Barry Chametzky. 2017. Fostering Effective Student Communication in Online Graduate Courses. Fostering Effective Student Communication in Online Graduate Courses 20 41 .
Mehwish Waheed, Kiran Kaur, NoorUl Ain & Nazim Hussain. (2016) Perceived learning outcomes from Moodle. Information Development 32:4, pages 1001-1013.
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Biyun Huang & Khe Foon Hew. (2016) Measuring Learners’ Motivation Level in Massive Open Online Courses. International Journal of Information and Education Technology 6:10, pages 759-764.
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Jung Tae Kim & Won-Hyung Lee. (2013) Dynamical model for gamification of learning (DMGL). Multimedia Tools and Applications 74:19, pages 8483-8493.
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Yan Ru Guo, Dion Hoe-Lian Goh, Brendan Luyt, Sei-Ching Joanna Sin & Rebecca P. Ang. (2015) The effectiveness and acceptance of an affective information literacy tutorial. Computers & Education 87, pages 368-384.
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Salihuddin Md Suhadi, Zaleha Abdullah, Norasykin Mohd Zaid, Hasnah Mohamed, Baharuddin Aris & Mageswaran Sanmugam. (2015) Online learning and socratic method in increasing self-motivation: A literature review. Online learning and socratic method in increasing self-motivation: A literature review.
Unkyoung Maeng & Sangmin-Michelle Lee. (2015) EFL teachers' behavior of using motivational strategies: The case of teaching in the Korean context. Teaching and Teacher Education 46, pages 25-36.
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YongWee Sek, Elspeth McKay & Hepu Deng. (2014) A conceptual framework for enhancing the motivation in an open learner model learning environment. A conceptual framework for enhancing the motivation in an open learner model learning environment.
W. M. Amir Fazamin W. Hamzah, Noraida Haji Ali, Md. Yazid Mohd Saman, Mohd Hafiz Yusoff & Azliza Yacob. (2014) Enhancement of the ARCS model for gamification of learning. Enhancement of the ARCS model for gamification of learning.
Rasaya Marimuthu, Liaw Shun Chone, Lim Teck Heng, Er Ann Nah & Ong Sheau Fen. (2013) Comparing the Online Learning Strategies of Male and Female Diploma Students of an English Language Course. Procedia - Social and Behavioral Sciences 90, pages 626-633.
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Ivana Kovačević, Miroslav Minović, Miloš Milovanović, Patricia Ordoñez de Pablos & Dušan Starčević. (2013) Motivational aspects of different learning contexts: “My mom won’t let me play this game…”. Computers in Human Behavior 29:2, pages 354-363.
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Will Wai Kit Ma & Sally M. Li. 2013. Hybrid Learning and Continuing Education. Hybrid Learning and Continuing Education 155 166 .
Wenhao David Huang & Dazhi Yang. 2012. Interactivity in E-Learning. Interactivity in E-Learning 210 229 .
Miroslav Minovic, Miloš Milovanovic, Ivana Kovacevic, Jelena Minovic & Dušan Starcevic. 2012. Handbook of Research on Serious Games as Educational, Business and Research Tools. Handbook of Research on Serious Games as Educational, Business and Research Tools 892 917 .
Wen-Hao Huang. (2011) Evaluating learners’ motivational and cognitive processing in an online game-based learning environment. Computers in Human Behavior 27:2, pages 694-704.
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Gorg Mallia. 2011. Cases on ICT Utilization, Practice and Solutions. Cases on ICT Utilization, Practice and Solutions 97 115 .
Fauzi Mohd Saman, Wan Abdul Rahim Wan Mohd Isa & Noorfariani Azyanti Mazilan. (2010) Assessment of motivational qualities for e-learning website. Assessment of motivational qualities for e-learning website.
Wen-Hao Huang, Wen-Yeh Huang & Jill Tschopp. (2010) Sustaining iterative game playing processes in DGBL: The relationship between motivational processing and outcome processing. Computers & Education 55:2, pages 789-797.
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Angel Chi. (2013) The Journey to Teaching Online: A Case Study of Faculty Preparation and Experiences in Online Teaching. SSRN Electronic Journal.
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