학습동기유발을 위한 ARCS모형 기반의 디자인 프로젝트 수업 연구- 편집디자인 수업 운영사례를 중심으로 -

In an era of rapidly changing environments, there is a demand for individuals with diverse competencies who can respond flexibly to any situation. In universities, problem-solving-centered project classes should be conducted to foster such competencies and enable learners to continuously generate flexible and creative thinking. Additionally, in order for learners to have their interest in learning and sustain their motivation, it is necessary to provide various teaching and learning methods for learning motivation. Therefore, the purpose of this study is to explore the design project class based on Keller's ARCS model to stimulate learning motivation. The design project class was structured according to the four stages of project class(purposing, planning, executing, and judging) and incorporated four motivational factors and sixteen sub-factors necessary for the weekly learning content to design teaching-learning activities. With the application of Keller's ARCS model, editorial design project class was implemented over 15 weeks. At the end of the class, a questionnaire survey was conducted with learners in order to measure learning motivation. The survey results showed that Survey results showed that among the four motivational factors of the ARCS model, learners' confidence(C)(M=4.62, SD=.580) and satisfaction(S) (M=4.62, SD=.626) with the class scored the highest, followed by attention(A)(M=4.57, SD=.850) and relevance(R)(M=4.54, SD=.876). This study is meaningful in the point that it explored a new design project class to induce learners’ motivation by applying the ARCS model to editorial design project class. In the future follow-up study, it will be necessary to continuously research a variety of design project classes to which the ARCS model is applied for university students’ learning motivation.