종교 수업에서 동기유발의 필요성과 전략― J. M. Keller의 ARCS 이론을 중심으로 ―

The purpose of this paper is to examine the effectiveness and usability of ARCS model in the religious education context. ARCS model provides a systematic means of improving the motivational appeal of instruction. Thus, adapting this model in one's instruction can help students concentrate and stay more on their studies. Most often, Religious education class is opened for private religious affiliated schools and purpose of offering this subject is to instilling their foundational ideas. The utmost problem that confront with religious education teachers; it is not attractive subject for the most of the students. Thus, inducing motivation in the religious education is the most challenging task for its' subject education matter teachers. Reviews of literatures that are closely linked with the motivational research and instructional design research were reviewed; attribution theory, self-determination theory, self efficacy theory, expectation value theory and etc. To approach this research problems systematically, ARCS theory itself and instructional design model based upon this theory was carefully reviewed. According to John Keller who is the originator of this ARCS model, this model of motivational design, there are four steps for promoting and sustaining motivation in the learning process: attention, relevance, confidence, satisfaction. The model's four major categories, their subcategories and motivational strategies and how to use and design them into a religion courses was discussed. 10 steps of design process for eliciting learners' motivation were carefully reviewed and motivational tactics checklists were proposed. In a final analysis, using motivational design and strategies can help students understand the importance of instruction. Also, it should be embraced by many religious education teachers to achieve the ideal goals of religious education.