استخدام نموذج التصميم التحفيزى الموسعARCS-V وبعض تطبيقات التعلم التفاعلى عن بعد فى تدريس الجغرافيا لتنمية مهارات المعالجة المعرفية والقدرة على التنظيم الذاتى لدى طلاب الصف الأول الثانوى

Using the Expanded Motivational Instructional Model and Some Interactive Distance Learning Applications for Teaching Geography in Developing the Cognitive  Processing  Skills and the Self-Regulation Ability  of  the First-year Secondary Students

Abstract:

The research aims at investigating  the effectiveness of using the ARCS-V model  and some interactive  Distance  learning applications for  teaching Geography in developing  the cognitive processing skills and the ability to self-regulate, among the first-year secondary students. For achieving that, the required cognitive Processing skills of information and those of the self-regulation ability of the first year secondary students were specified in two separate lists which were evaluated by the specialists. Those approved lists were used to determine the objectives of teaching the Egyptian population unit for first-year secondary students. Then, this educational unit was modified by using the Expanded Motivational Teaching Model ARCS-V which is an abbreviation of its  five main dimensions: Attention, relevance Relevance, Confidence, Satisfaction, Volition. The unit was implemented using some interactive distance learning applications, which were the Zoom Meeting cloud application, the Jam board application, and the Padlet application. The research sample consisted of 70 female students of the first year of secondary school, they were divided into two groups: control group, their number is (34) female students, and the experimental group numbered (36) female students. The research tools were also represented in the cognitive processing of information test, and the self-regulation scale for students of the first secondary grade.

The research has achieved a number of results showed a statistically significant difference between the averages between the scores of the experimental group students and the scores of the control group students in the post application of both cognitive processing test and the self-regulatory scale in favour of the experimental group. In addition to the presence of a statistically significant difference between the averages of the experimental group students' scores in the Pre and post measurement of cognitive processing test and the self-regulatory scale in favour of the post application. The research presented its recommendations on the need to take into account the foundations and principles of achieving motivation when designing e-learning environments in their various models.

Keyword: Expanded Motivational Design Model, ARCS-V Model, Cognitive processing skills ,Self-Regulation Ability