انگیزش در آموزش بر خط: اثر کاربست الگوی طراحی انگیزشی کلر بر انگیزش دانش آموزان دبستانی در شرایط پاندومی کووید 19

Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the critical challenges and factors influencing the E-learning system usage during COVID-19 pandemic. Education and Information Technologies, 25(6), 5261-5280. https://doi.org/10.1007/s10639-020-10219-y

Artino, A. R. (2008). Motivational beliefs and perceptions of instructional quality: predicting satisfaction with online training*. Journal of Computer Assisted Learning, 24(3), 260-270. https://doi.org/https://doi.org/10.1111/j.1365-2729.2007.00258.x

Chang, C., Chang, C.-K., & Shih, J.-L. (2016). Motivational strategies in a mobile inquiry-based language learning setting. System, 59, 100-115. https://doi.org/https://doi.org/10.1016/j.system.2016.04.013

Cheng, Y., & Yeh, H. (2009). From concepts of motivation to its application in instructional design: Reconsidering motivation from an instructional design perspective. Br. J. Educ. Technol., 40, 597-605.

Chiu, T. K. F., & Hew, K. (2018). Factors influencing peer learning and performance in MOOC asynchronous online discussion forum. Australasian Journal of Educational Technology, 34, 16-28. https://doi.org/10.14742/ajet.3240

Chiu, T. K. F., Lin, T.-J., & Lonka, K. (2021). Motivating Online Learning: The Challenges of COVID-19 and Beyond. The Asia-Pacific Education Researcher, 30(3), 187-190. https://doi.org/10.1007/s40299-021-00566-w

Choi, H. J., & Johnson, S. D. (2005). The Effect of Context-Based Video Instruction on Learning and Motivation in Online Courses. American Journal of Distance Education, 19(4), 215-227. https://doi.org/10.1207/s15389286ajde1904_3

Çolakoğlu, Ö., & Omur, A. (2010). Motivational measure of the instruction compared: Instruction based on the ARCS Motivation Theory V.S. traditional instruction in blended courses. The Turkish Online Journal of Distance Education, 11.

Cook, D. A., Beckman, T. J., Thomas, K. G., & Thompson, W. G. (2009). Measuring motivational characteristics of courses: applying Keller's instructional materials motivation survey to a web-based course. Acad Med, 84(11), 1505-1509. https://doi.org/10.1097/ACM.0b013e3181baf56d

Durrani, U. K., & Kamal, M. M. (2021). Application of ARCS Model for a Blended Teaching Methodologies: A Study of Students’ Motivation amid the COVID-19. EAI Endorsed Transactions on e-Learning, 7, 168721. https://doi.org/10.4108/eai.17-2-2021.168721

Ebrahimpoor, R., Asgharpoor, F., & Hojhabri, O. (2017). Problems and Challenges of Education System 3-3-6 in Iran Ministry of Education The 2nd national conference on novel approaches in education and research, https://civilica.com/doc/701979(persian)

Erdoğdu, F., & Karatas, F. (2016). Examining the Effects of Gamification on Different Variables in Science Education.

Fardanesh, H., Ebrahimzade, I., Sarmadi, M., Rezaie, M., & Omrani, S. (2012). A Comparative Study of Learning and Motivation in Continuing Medical Education Based on Integrated Instructional and Motivational Design Models [Original research article]. Iranian Journal of Medical Education, 12(5), 364-376. http://ijme.mui.ac.ir/article-1-1820-en.html (persian)

Gaznavi, M. (2007). Norm-Finding of Class Interesing Scale Allame university, Tehran, Iran]. https://simap.atu.ac.ir/cv/9692853/print/ (persian)

Hadadi, S. (2014). The Effect of Using Motivational Design Instruction on School Life Quality and Learning on University Fersowsi University of Mashhad, Mashhad, Iran. (persian)

Huang, W.-H. D., Hood, D. W., & Yoo, S. J. (2014). Motivational support in Web 2.0 learning environments: a regression analysis based on the integrative theory of motivation, volition and performance. Innovations in Education and Teaching International, 51(6), 631-641. https://doi.org/10.1080/14703297.2013.796718

Huang, B & Hew, K. (2016). Measuring Learners’ Motivation Level in Massive Open Online Courses. International Journal of Information and Education Technology. 6. 759-764. 10.7763/IJIET.2016.V6.788.

Huett, J., Young, J., Huett, K. C., Moller, L. A., & Bray, M. (2008). Supporting the Distant Student: The Effect of ARCS-Based Strategies on Confidence and Performance. The Quarterly Review of Distance Education, 9, 113-126.

Jang, K.-S., Hwang, S., & Choi, J. (2008). Internet Addiction and Psychiatric Symptoms Among Korean Adolescents. The Journal of school health, 78, 165-171. https://doi.org/10.1111/j.1746-1561.2007.00279.x

Jokelova, A. (2012). Effects of Relevance- and Confidence-Enhancing Motivational Strategies, Suggested Strategies, and Statements on Academic Performance and Course Satisfaction in Undergraduate Students of a Blended Public Speaking Course University of South Alabama].

Kanani, M., & Eskandari, A. (2013). Using Keller's instructionsl design model in Student Curriculum. Journal of Educational Technology 7(27), 2. (persian)

Keller, J., & Suzuki, K. (2004). Learner motivation and E-learning design: A multinationally validated process. Learning, Media and Technology, 29, 229-239. https://doi.org/10.1080/1358165042000283084

Keller, J. M. (1979). Motivation and instructional design: A theoretical perspective. Journal of instructional development, 2(4), 26. https://doi.org/10.1007/BF02904345

Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of instructional development, 10(3), 2. https://doi.org/10.1007/BF02905780

Keller, J. M. (2010). Motivational Design for Learning and Performance: The ARCS model approach. New York, NY: Springer.

Keller, J. M. (2017). The MVP Model: Overview and Application. New Directions for Teaching and Learning, 2017(152), 13-26. https://doi.org/https://doi.org/10.1002/tl.20265

König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650

Kurt, P., & Kecik, I. (2017). THE EFFECTS OF ARCS MOTIVATIONAL MODEL ON STUDENT MOTIVATION TO LEARN ENGLISH.

Loorbach, N., Peters, O., Karreman, J., & Steehouder, M. (2015). Validation of the Instructional Materials Motivation Survey (IMMS) in a self-directed instructional setting aimed at working with technology. British Journal of Educational Technology, 46(1), 204-218. https://doi.org/https://doi.org/10.1111/bjet.12138

Mahyoob, M. (2020). Challenges of e-Learning during the COVID-19 Pandemic Experienced by EFL Learners. Arab World English Journal, 11, 351-362. https://doi.org/10.24093/awej/vol11no4.23

Mohhamadaminzade, L. (2015). Investigation the Effect of Keller’s Keller’s motivational design model on Learning and Self Regulation in Students Allame university, Tehran, Iran. (persian) https://elmnet.ir/article/10866842-28856/

Moller, L., & Russell, J. D. (1994). An application of the ARCS model design process and confidence-building strategies. Performance Improvement Quarterly, 7(4), 54-69. https://doi.org/10.1111/j.1937-8327.1994.tb00650.x

Muilenburg, L., & Berge, Z. (2005). Student Barriers to Online Learning: A Factor Analytic Study. Distance Education - DISTANCE EDUC, 26, 29-48. https://doi.org/10.1080/01587910500081269

Ratten, V. (2020). Coronavirus (Covid-19) and the entrepreneurship education community. Journal of Enterprising Communities: People and Places in the Global Economy, 14(5), 753-764. https://doi.org/10.1108/JEC-06-2020-0121

Saravani, S., Mirzahoseini, H., & Hajebi, M. (2019). Codification and Keller’s Motivational Design and it’s Effect on University Student Motivation. Education Strategies in Medical Sciences, 11(3), 7. (persian)

Shawai, Y. G., & Almaiah, M. A. (2018). Malay Language Mobile Learning System (MLMLS) using NFC Technology. International Journal of Education and Management Engineering, 8, 1-7.

Shellnut, B., Knowlton, A., & Savage, T. (1999). Applying the ARCS Model to the Design and Development of Computer-Based Modules for Manufacturing Engineering Courses. Educational Technology Research and Development, 47(2), 100-110. http://www.jstor.org/stable/30221084

Siron, Y., Wibowo, A., & Narmaditya, B. (2020). Factors affecting the adoption of e-learning in Indonesia: Lesson from Covid-19. Journal of Technology and Science Education, 10, 282. https://doi.org/10.3926/jotse.1025

Small, R. (2000). Motivation in Instructional Design. Teacher Librarian, 27.

Tzifopoulos, M. (2020). In the shadow of Coronavirus. Distance education and digital literacy skills in Greece. International Journal of Social Science and Technology, 5(2), 1-14.

Ucar, H., & Kumtepe, A. T. (2020). Effects of the ARCS-V-based motivational strategies on online learners' academic performance, motivation, volition, and course interest. Journal of Computer Assisted Learning, 36(3), 335-349. https://doi.org/https://doi.org/10.1111/jcal.12404

Wlodkowski, R. J. (1999). Enhancing Adult Motivation to Learn: A Comprehensive Guide for Teaching All Adults. Wiley. https://books.google.com/books?id=V_-eAAAAMAAJ

Wu, P.-L., Tsai, C. H., Yang, T. H., Huang, S. H., & Lin, C. H. (2012). Using ARCS Model to Promote Technical and Vocational College Students’ Motivation and Achievement. International Journal of Learning, 18, 79-92. https://doi.org/10.18848/1447-9494/CGP/v18i04/47568

Wyss, J., Lee, S.-E., Domina, T., & MacGillivray, M. (2014). Cotton Island: Students’ learning motivation using a virtual world. Decision Sciences Journal of Innovative Education, 12, 3, 219-232.

ZANDI, T., & Hosseini, a. (2019). The effectiveness of combining the Keller’s motivational design model with science course on achievement emotions of students. JOURNAL OF RESEARCH IN EDUCATIONAL SYSTEMS, 12(43), 15. https://www.sid.ir/en/journal/ViewPaper.aspx?id=663768