Association of College and Research Libraries (ACRL). 2001. “Competency Standards for Higher Education.” Teacher-Librarian 28 (3): 16–22.Google Scholar
Bandura, A. 1977. “Self-Efficacy: Toward a Unifying Theory of Behavioral Change.” Psychological Review 84 (2): 191–215.CrossrefPubMedGoogle Scholar
Bandura, A. 1986. Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Bandura, A. 1997. Self-Efficacy: The Exercise of Control. New York: Freeman.Google Scholar
Chang, J. 2010. “大學校院資訊素養通識課程規劃研究” [A Study of Designing Information Literacy Courses for University General Education]. MA thesis, National Chengchi University, Taiwan.Google Scholar
Chang, N. 2010. “Applying e-Learning in Library Instruction: The e-Learning Core Curriculum Course Library and Information Utilization.” Tatung Journal of General Education 6:187–204.Google Scholar
Chang, N. 2013. “Implementing an Information Literacy Course in an e-Learning Environment.” Tatung Journal of General Education 9:53–74.Google Scholar
Chang, N. 2014. “Implementing Digital Material Information Law into General Education in an e-Learning Environment.” Tatung Journal of General Education 10:114–39.Google Scholar
Chang, N., and H. Chen 2014. “Motivational Analysis of Digital Information Literacy Materials in a Blended e-Learning Environment.” Poster paper presented at Libraries, Citizens, Societies: Confluence for Knowledge ─ World Library and Information Congress: 80th IFLA General Conference and Assembly, 16–22 August 2014, Lyon, France.Google Scholar
Chang, N., and L. Chen. 2014. “Evaluating the Learning Effectiveness of an Online Information Literacy Class Based on the Kirkpatrick Framework.” LIBRI: International Journal of Libraries and Information Services 64 (4): 211–23.Google Scholar
Chang, N., and J. D. Lehman. 2002. “Learning Foreign Language through an Interactive Multimedia Program: An Experimental Study on the Effects of the Relevance Component of the ARCS Model.” CALICO Journal 20 (1): 81–98.Google Scholar
Chen, L. 2008. “以 ARCS 動機模式分析大學生圖書館利用教育之學習動機” [Motivational Analysis of Library Instruction among College Students]. MA thesis, Fu Jen Catholic University, Taiwan.Google Scholar
Chin, W. W. 1998. “The Partial Least Squares Approach to Structural Equation Modeling.” In Modern Business Research Methods, edited by G. A. Marcoulides, 295–336. Mahwah, NJ: Erlbaum.Google Scholar
Chou, Y. 2008. “數位教材之動機設計對網路學習者的動機表現與學習策略運用之影響” [The Effects of the Motivational Design of e-Learning Courseware on Learners’ Motivational Performance and Learning Strategies]. MA thesis, National Taiwan Normal University, Taiwan.Google Scholar
Chou, C., H. Wu, Y. Chen, and M. Wang. 2009. “The Information Literacy and Ethics Curriculum for College General Education: Rational, Topics, Instructional Design Strategies, and Implementation.” University Library Journal 13 (2): 24–44.Google Scholar
Colakoglu, O., and O. Akdemir. 2010. “Motivational Measure of the Instruction Compared: Instruction Based on the ARCS Motivational Theory vs. Traditional Instruction in Blended Courses.” Turkish Online Journal of Distance Education 11 (2): 73–89.Google Scholar
Cole, J. E., and J. B. Kritzer. 2009. “Strategies for Success: Teaching an Online Course.” Rural Special Education Quarterly 28 (4): 36–40.Google Scholar
Corno, L., and M. M. Rohrkemper. 1985. “The Intrinsic Motivation to Learn in the Classroom.” In Research on Motivation in Education: The Classroom Milieu, edited by C. Ames, R. Ames, vol. 2, 53–92. Orlando, FL: Academic Press.Google Scholar
Datig, I., and C. Ruswick. 2013. “Four Quick Flips: Activities for the Information Literacy Classroom.” College & Research Libraries News 74 (5): 249–57.Google Scholar
Deci, E. L. 1975. Intrinsic Motivation. New York, NY: Plenum Press.Google Scholar
Deci, E. L., and R. M. Ryan. 1985. Intrinsic Motivation and Self-Determination in Human Behavior. New York, NY: Plenum Press.Google Scholar
Detlor, B., H. Julien, R. Willson, A. Serenko, and M. Lavallee. 2011. “Learning Outcomes of Information Literacy Instruction at Business Schools.” Journal of the American Society for Information Science and Technology 62 (3): 572–85.CrossrefGoogle Scholar
Eccles, J. S., T. F. Adler, R. Futterman, S. B. Goff, C. M. Kaczala, J. L. Meece, and C. Midgley. 1983. “Expectancies, Values, and Academic Behaviors.” In Achievement and Achievement Motivation, edited by J. T. Spence, 75–146. San Francisco, CA: W.H. Freeman.Google Scholar
Fornell, C., and D. F. Larcker. 1981. “Evaluating Structural Equation Models with Unobservable Variables and Measurement Error.” Journal of Marketing Research 18 (1): 39–50.CrossrefGoogle Scholar
Forsythe, S., C. Liu, D. Shannon, and L. C. Gardner. 2006. “Development of a Scale to Measure the Perceived Benefits and Risks of Online Shopping.” Journal of Interactive Marketing 20 (2): 55–75.CrossrefGoogle Scholar
Hair, J. F., R. E. Anderson, R. L. Tatham, and W. C. Black. 1998. Multivariate Data Analysis, 5th ed. Upper Saddle River, NJ: Prentice Hall.Google Scholar
Harter, S. 1981. “A New Self-Report Scale of Intrinsic versus Extrinsic Motivational Orientation in the Classroom: Motivational and Informational Components.” Developmental Psychology 17 (3): 300–12.CrossrefGoogle Scholar
Huang, Y. 2011. “大專院校通識課程使用數位教材之學習成效探討:以資訊法律課程為例” [College and University General Education Courses Use Digital Teaching Materials of Learning: An Example of Information Law Courses]. MA thesis, Shih Hsin University, Taiwan.Google Scholar
Hudson, M., L. McGowan, and C. Smith. 2011. “Technology and Learner Motivation in Library Instruction: A Study of Personal Response Systems.” Indiana Libraries 30 (1): 20–7.Google Scholar
Jacobson, T. E., and L. Xu. 2002. “Motivation Student in Credit-Based Information Literacy Courses: Theories and Practice.” Portal: Libraries and the Academy 2 (3): 423–41.CrossrefGoogle Scholar
Keller, J. M. 1979. “Motivation and Instructional Design: A Theoretical Perspective.” Journal of Instructional Development 2 (4): 26–34.CrossrefGoogle Scholar
Keller, J. M. 1983. “Motivational Design of Instruction.” In Instructional Design Theories and Models: An Overview of Their Current Status, edited by C. M. Reigeluth, 386–434. Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Keller, J. M. 1984. “The Use of the ARCS Model of Motivation in Teacher Training.” In Aspects of Educational Technology: Staff Development and Career Updating, edited by K. S. A. J. Trott, vol. 17, 140–5. London: Kogan Page.Google Scholar
Keller, J. M. 1987a. “Development and Use of the ARCS Model of Motivational Design.” Journal of Instructional Development 10 (3): 2–10.CrossrefGoogle Scholar
Keller, J. M. 1987b. “Strategies for Stimulating the Motivation to Learn.” Performance and Instruction 26 (8): 1–7.Google Scholar
Keller, J. M. 1987c. “The Systematic Process of Motivational Design.” Performance and Instruction 26 (9): 1–8.Google Scholar
Keller, J. M. 2010. Motivational Design for Learning and Performance: The ARCS Model Approach. New York, NY: Springer.Google Scholar
Keller, J. M., and K. Suzuki. 2004. “Learner Motivation and e-Learning Design: A Motivationally Validated Process.” Journal of Educational Media 29 (3): 229–39.CrossrefGoogle Scholar
Kilcullen, M. 1998. “Teaching Librarians to Teach: Recommendations on What We Need to Know.” Reference Services Review 26 (2): 7–18.CrossrefGoogle Scholar
Kim, M., S. Kim, O. Khera, and J. Getman. 2014. “The Experience of Three Flipped Classrooms in an Urban University: An Exploration of Design Principles.” The Internet and Higher Education 22:37–50.CrossrefGoogle Scholar
Kirkpatrick, J. M. 2007. “Relation of Nursing Students’ Motivational State and Learning Effort to Motivational Appeal and Learning Outcomes in the Use of an Interactive Computer-based Multimedia Program.” PhD dissertation, Purdue University.Google Scholar
Lee, H., S. Y. Choi, and Y. S. Kang. 2009. “Formation of E-Satisfaction and Repurchase Intention: Moderating Roles of Computer Self-Efficacy and Computer Anxiety.” Expert Systems with Applications 36 (4): 7848–59.CrossrefGoogle Scholar
Lowman, J. 1990. “Promoting Motivation and Learning.” College Teaching 38 (4): 136–9.CrossrefGoogle Scholar
MacKenzie, S. B., P. M. Podsakoff, and C. B. Jarvis. 2005. “The Problem of Measurement Model Misspecification in Behavioral and Organizational Research and Some Recommended Solutions.” Journal of Applied Psychology 90 (4): 710–30.CrossrefGoogle Scholar
Naime-Diefenbach, B. N. 1991. “Validation of Attention and Confidence as Independent Components of the ARCS Motivational Model.” PhD diss., Florida State University.Google Scholar
Pashler, H., and J. C. Johnston. 1998. “Attentional Limitations in Dual-Task Performance.” In Attention, edited by H. Pashler, 155–89. East Essex, UK: Psychology Press.Google Scholar
Pi, S. M., C. H. Chou, and H. L. Liao. 2013. “A Study of Facebook Groups Members’ Knowledge Sharing.” Computers in Human Behavior 29 (5): 1971–9.CrossrefGoogle Scholar
Pintrich, P. R., and E. V. DeGroot. 1990. “Motivational and Self-Regulated Learning Components of Classroom Academic Performance.” Journal of Educational Psychology 82 (1): 33–40.CrossrefGoogle Scholar
Pintrich, P. R., and D. H. Schunk. 2002. Motivation in Education: Theory, Research, and Applications, 2nd ed. Upper Saddle River, NJ: Merrill Prentice Hall.Google Scholar
Ramsden, P., and N. Entwistle. 1981. “Effects of Academic Departments on Students’ Approaches to Studying.” British Journal of Educational Psychology 51:368–83.CrossrefGoogle Scholar
Ryan, R. M., and E. L. Deci. 2000. “Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being.” American Psychologist 55 (1): 68–78.CrossrefGoogle Scholar
Sallman, P. 1997. “Rx for Success: Technology as a Motivational Tool to Enhance Learning.” Media Horizons: Journal of the Missouri Association of School Librarians 13 (Spring): 20.Google Scholar
Serenko, A., B. Detlor, H. Julien, and L. D. Booker. 2012. “A Model of Student Learning Outcomes of Information Literacy Instruction in a Business School.” Journal of the American Society for Information Science and Technology 63 (4): 671–86.CrossrefGoogle Scholar
Shellnut, B., T. Savage, and A. Knowlton. 1998. Using the ARCS Model to Design Multimedia College Engineering Courses. Washington, DC: National Science Foundation.Google Scholar
Small, R. V., N. Zakaria, and H. El-Figuigui. 2004. “Motivational Aspects of Information Literacy Skills Instruction in Community College Libraries.” College and Research Libraries 65 (2): 96–121.CrossrefGoogle Scholar
Snow, R. 1990. “Aptitude-Treatment Interaction as a Framework for Research on Individual Difference in Learning.” In Learning and Individual Differences, edited by P. Ackerman, R. Sternberg, R. Glaser, 13–59. New York: Freeman.Google Scholar
Stoffle, C. J. 1998. “Literacy 101 for the Digital Age.” American Libraries 29 (11): 46–8.Google Scholar
Suen, H. 2000. “不同程度動機提升策略對國小學童網頁教材學習動機之影響” [The Effects of Implementing Different Extent and Quality of Motivational Strategies on Elementary Students’ Motivation in Web-Based Instruction]. MA thesis, National Hualien Teachers College, Taiwan.Google Scholar
Taiwan, Ministry of Education (MoE). (2014). “University’s General Education E-learning Materials Promotion and Instructional Application Plan 2011–2013.” Accessed December 28, 2014. https://sites.google.com/site/520elearning/home.
Tenenhaus, M., V. E. Vinzi, Y.-M. Chatelin, and C. Lauro. 2005. “PLS Path Modeling.” Computational Statistics and Data Analysis 48 (1): 159–205.CrossrefGoogle Scholar
Wetzels, M., G. Odekerken-Schroder, and C. van Oppen. 2009. “Using PLS Path Modeling for Assessing Hierarchical Construct Models: Guidelines and Empirical Illustration.” MIS Quarterly 33 (1): 177–95.Google Scholar
Wigfield, A., and J. S. Eccles. 2000. “Expectancy: Value Theory of Achievement Motivation.” Contemporary Educational Psychology 25:68–81.CrossrefPubMedGoogle Scholar
Williams, M. L. 1994. “Faculty Development in Distance Education for Continuing Medical Education: a Baseline Study.” PhD diss., Texas A&M University.Google Scholar
Winiecki, D., J. A. Fenner, and Y. Chyung. 1999. “Evaluation of Effective Interventions to Solve the Drop Out Problem in Adult Distance Education.” In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 1999, edited by B. Collis, R. Oliver, 51–5. Chesapeake, VA: AACE.Google Scholar
Wongwiwatthananukit, S., and N. G. Popovich. 2000. “Applying the ARCS Model of Motivational Design to Pharmaceutical Education.” American Journal of Pharmaceutical Education 64 (2):188–96.Google Scholar
Comments (0)