Abstract
This quasi-experimental mixed-learning study aimed to measure the impact of inquiry-based learning in line with the ARCS motivational model on the development of students’ motivation for the History lesson and the effectiveness of e-learning in general. We adopted a quasi-experimental method with a conceptual framework for blended learning based on pre-testing, during the measurement of experimental procedures, and meta-tests on students in the same group. 4th grade students were selected and formed the experimental group. For the purposes of the research, seven courses were designed and developed on the Moodle Workplace platform, utilizing both the capabilities of this tool (dynamic rules, report builder, programs) and also incorporating a set of plugins (H5P, Game block, Monitoring of Learning plans) for a better and more successful result. In addition, each lesson was developed based on the model of inquiry based learning, orchestrating in each phase the strategies of the ARCS. The results showed that the motivation of the students for the History lesson was strengthened and there were particularly high scores in each indicator of the effectiveness of the e-course.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Bersin, J.: Measuring e-learning’s effectiveness: a five step program for success. E- learning 3, 36–38 (2002)
Boensma, E.C.M.: The use of gamification and virtual reality in e-learning tools used in preparation for driving exams: a comparative study, Master's thesis, University of Twente (2019)
Chang, Y.-S.: Applying the ARCS motivation theory for the assessment of AR digital media design learning effectiveness. Sustainability 13, 12296 (2021). https://doi.org/10.3390/su132112296)
Dobber, M., Zwart, R., Tanis, M., van Oers, B.: Literature review: the role of the teacher in inquiry-based education. Educ. Res. Rev. 22, 194–214 (2017)
Gaughan, J.E.: The flipped classroom in world history. Hist. Teach. 47(2), 221–244 (2014)
Gomez, R.L.,Suarez, A.M.: Do inquiry-based teaching and school climate influence science achievement and critical thinking? Evidence from PISA 2015. Int. J. STEM Educ. 7(1), 1–11 (2020)
Greene, J.A., Costa, L.J., Robertson, J., Pan, Y., Deekens, V.M.: Exploring relations among college students’ prior knowledge, implicit theories of intelligence, and self-regulated learning in a hypermedia environment. Comput. Educ. 55(3), 1027–1043 (2010)
Gros, B., García-Peñalvo, F.J.: Future Trends in the Design Strategies and Technological Affordances of E-Learning. Springer, Heidelberg (2016)
Hmelo-Silver, C.E., Duncan, R.G., Chinn, C.A.: Scaffolding and achievement in problem-based and inquiry learning: a response to Kirschner, Sweller, and. Educational psychologist 42(2), 99–107 (2007)
Li, K., Keller, J.M.: Use of the ARCS model in education: a literature review. Comput. Educ. 122, 54–62 (2018)
Myskow, G.: Changes in attitude: evaluative language in secondary school and university history textbooks. Linguist. Educ. 43, 53–63 (2018)
Pedaste, M., Tsourlidaki, E.: Phases of inquiry-based learning: definitions and the inquiry cycle. Educ. Res. Rev. 14, 47–61 (2015). https://doi.org/10.1016/j.edurev.2015.02.003
Sarioglan, A.B., Can, Y.: Effect of open inquiry based learning approach on the conceptual understanding of secondary school students. Int. Online J. Educ. Sci. 13(2) (2021)
Staker, H., Horn, M.B.: Blended learning in the K12 education sector. Blended Learn. Res. Perspect. 2, 287–300 (2013)
Trespalacios, J.: Exploring small group analysis of instructional design cases in online learning environments. Online Learn. 21(1), 189–200 (2017). https://doi.org/10.24059/olj.v21i1.928
Wasson, B., Kirschner, P.A.: Learning design: european approaches. TechTrends 64(6), 815–827 (2020)
Zafirah, H.A., Basori, B., Maryono, D.: The influence of blended learning face to face driver model type learning on learning interests and learning outcomes in simulation digital. J. Inf. Vocation. Educ. 4(1) (2021)
Zweers, I., Huizinga, M., Denessen, E., Raijmakers, M.: Inquiry-Based Learning For All: A Systematic Review of the Effects of Inquiry-Based Learning on Knowledge, Skills, Attitudes and Behavior of Students with Social-Emotional and Behavioral Difficulties in Primary and Secondary Education (2019)
Acknowledgment
This work has been partly supported by the Research Center of the University of Piraeus.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this paper
Cite this paper
Alikari, SN., Paraskeva, F., Bouta, H. (2022). Empowering E-course Effectiveness and Student’s Motivation Through Inquiry Based Learning Aligned to ARCS Motivation Model in Moodle Workplace. In: Uden, L., Liberona, D. (eds) Learning Technology for Education Challenges. LTEC 2022. Communications in Computer and Information Science, vol 1595. Springer, Cham. https://doi.org/10.1007/978-3-031-08890-2_5
Download citation
DOI: https://doi.org/10.1007/978-3-031-08890-2_5
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-08889-6
Online ISBN: 978-3-031-08890-2
eBook Packages: Computer ScienceComputer Science (R0)