Web 2.0 Technologies Use in ARCS Motivational Model-Based Online Learning on Student Performance in STIPAK Malang
- DOI
- 10.2991/assehr.k.220702.054How to use a DOI?
- Keywords
- component; motivation ARCS; Web 2.0; student’s performance; education; e-learning
- Abstract
Online learning which capitalizes on Web 2.0 technologies combined with ARCS Motivational model-based learning strategies (Attention, Relevance, Confidence, and Satisfaction) has effects on students’ performance in STIPAK Malang. Web 2.0 technologies offer lots of advantages such as facilitating students in obtaining information, transmitting information rapidly that they may be information producers, and producing knowledge. Besides, Web 2.0 technologies contribute to creativity, support learning, and communication as well as the interaction between teachers and students or student-student interaction. ARCS Motivational model focuses on four things in learning that give rise to students’ retained attention towards satisfaction. There was a strong relationship between the use of Web 2.0 technologies and ARCS motivational model-based learning, and student’s performance in STIPAK Malang indicated at 0.717** with sig value 000<0.01. The effect revealed between variables was shown by the coefficient of determination (R) value of 51.4% meaning that the use of Web 2.0 technologies in the ARCS motivational model-based learning had a significant effect of 51.4% on student’s performance whereas 48.6% was attributed to other factors.
- Copyright
- © 2022 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article distributed under the CC BY-NC 4.0 license.
Cite this article
TY - CONF AU - Lidia Susanti PY - 2022 DA - 2022/07/07 TI - Web 2.0 Technologies Use in ARCS Motivational Model-Based Online Learning on Student Performance in STIPAK Malang BT - Proceedings of the International Conference on Theology, Humanities, and Christian Education (ICONTHCE 2021) PB - Atlantis Press SP - 236 EP - 240 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.220702.054 DO - 10.2991/assehr.k.220702.054 ID - Susanti2022 ER -