A Study of an Educational Blogging Environment in the Context of the ARCS Model of Motivation

Cooke, Kathryn Nyreen, Curry School of Education, University of Virginia
Bunch, John, Curry School of Education, University of Virginia

In the exploratory study, participants in a higher education psychology statistics course implemented both traditional methods of communication and blogging technology for coursework. Separated into two groups, the technologies were each used by half of the participants and then reversed so both groups used both technologies by the end of the study. Two surveys based on Keller's ARCS Model, the Course Interest Survey and the Instructional Materials Motivation Survey, were used to measure and compare student motivational levels. Observations provided additional data. Although differences between the two groups were statistically significant, blogs did not have an impact on motivational levels nor learning outcomes; however, results indicated that blogging technology should be considered a viable option for practitioners when implemented appropriately.

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PHD (Doctor of Philosophy)
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