Abstract
This study involved using teaching strategies from the ARCS Motivational Model to develop new interdisciplinary curricular modules and ability assessments that combine Atayal culture with information technology. The purpose was to explore whether, through pedagogy based on the ARCS motivational model, indigenous middle-school students had a significant improvement in teamwork, creative thinking, and communication abilities, and whether or not students’ interest in information technology and culture was inspired. Research subjects were 17 first-year students in an Atayal Comprehensive Junior-Senior High School in Nan’ao, Yilan County. The research period was 2016-2017, and data was collected from teaching demonstrations, thoughts written down by students, and tests. Research tools include the qualitative written thoughts of the students and a quantitative assessment of the key abilities of teamwork, creative thinking, and communication abilities. There were a total of 33 items. To explore whether there was a significant change in indigenous students’ teamwork, creative thinking, and communication abilities, the Wilcoxon signed-rank test was used for statistical analysis of pre-test and post-test results. Research results show that indigenous students performed significantly better in the post-test than in the pre-test with respect to teamwork, creative thinking, and communication. The thoughts students wrote down after class clearly expressed interest in the cross-disciplinary course combining culture and information technology. Therefore, the course using an ARCS motivational model to combine Atayal culture and information technology significantly improved indigenous students’ teamwork, creative thinking, and communication abilities.
Highlights
This research is part of the R.O.C
The purpose was to explore whether, through pedagogy based on the ARCS motivational model, indigenous middle-school students had a significant improvement in teamwork, creative thinking, and communication abilities, and whether or not students’ interest in information technology and culture was inspired
Research results show that indigenous students performed significantly better in the post-test than in the pre-test with respect to teamwork, creative thinking, and communication
Summary
This research is part of the R.O.C. Taiwan Ministry of Science and Technology, assessment, and system setup of information technology courses in indigenous secondary schools” High Scope project (No MOST 105-2514-S-152003). This research has worked with high schools and local development associations in the Nan’ao area, holding on average 7-10 classes each semester. Every semester includes Atayal cultural creativity classes and project-based learning (PBL) information classes on different topics, creating Atayal cultural crafts, and integrating Atayal culture into project-based information classes. The research found that the courses can elevate students’ understanding of local culture, prompting interest in learning how to create local cultural crafts. The analysis on project-based key abilities show a significant rise in teamwork, communication, planning, and information literacy (Chao, Xu, Jiang, & Yao, 2014; Chao, Xu, & Jiang, 2015)
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