Does the ARCS motivational model affect students’ achievement and motivation? A meta‐analysis
- 12 August 2020
- journal article
- research article
- Published by Wiley in Review of Education
- Vol. 9 (1), 27-52
- https://doi.org/10.1002/rev3.3231
Abstract
No abstract availableKeywords
Funding Information
- Mardin Artuklu University Scientific Research Projects Coordination Unit (MAÜ.BAP.18.EF.014)
This publication has 32 references indexed in Scilit:
- Introduction to Meta-AnalysisPublished by Springer Science and Business Media LLC ,2015
- Impact of an augmented reality system on students' motivation for a visual art courseComputers & Education, 2013
- The Relationship Between Sample Sizes and Effect Sizes in Systematic Reviews in EducationEducational Evaluation and Policy Analysis, 2009
- The impact of intrinsic motivation on e‐learning in authentic computer tasksJournal of Computer Assisted Learning, 2004
- A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts.Journal of Educational Psychology, 2003
- A Nonparametric “Trim and Fill” Method of Accounting for Publication Bias in Meta-AnalysisJournal of the American Statistical Association, 2000
- Using the ARCS Motivational Process in Computer‐Based Instruction and Distance EducationNew Directions for Teaching and Learning, 1999
- The systematic process of motivational designPerformance + Instruction, 1987
- Development and use of the ARCS model of instructional designJournal of Instructional Development, 1987
- The file drawer problem and tolerance for null results.Psychological Bulletin, 1979