Department of Biology, North Greenville University, Tigerville, SC, United States.
School of Medicine-Greenville, Greenville, SC, United States.
Front Public Health. 2024 Apr 16;12:1332884. doi: 10.3389/fpubh.2024.1332884. eCollection 2024.
In this study, we investigated the association between motivation, cognitive load, difficulty, and performance in a stroke education outreach program implemented for middle school students.
Various interactive instructional activities were developed to engage students throughout the program to assess cognitive and intrinsic load arising from learner implementation of various tasks in a stroke education program for middle school kids. Performance was measured using a post-test to assess knowledge gained by the 6th, 7th, and 8th-grade middle school students. A short questionnaire was also administered to collect data on students' motivation using the ARCS model to asses attention, relevance, confidence, and satisfaction. In addition, we evaluated difficulty level and cognitive load. The relationship between performance and motivation was assessed using Pearson's correlation.
In our results, there was no significant difference ( > 0.05) in performance between the 6th, 7th, and 8th-grade students. The difference in performance, cognitive load (mental effort and difficulty), or motivation between the 6th, 7th, and 8 t-grade students was not significant ( > 0.05). The correlation between motivation and performance was significant ( = 0.87, = 0.001), while the correlation between mental effort and performance was not significant ( = 0.34, = 0.270). Also, the correlation between difficulty and performance was not significant ( = 0.38, = 0.361). In the ARCS motivation model, attention, and confidence received the lowest mean scores (3.9), while relevance received the highest score (4.3).
Our findings reveal the importance of implementing novel activities to enhance students' motivation to improve performance in the implementation of stroke education outreach programs for middle school students.
本研究旨在探讨动机、认知负荷、难度与一项针对中学生的中风教育外展计划中表现之间的关系。
我们开发了各种互动式教学活动，以吸引学生参与整个计划，评估他们在中学儿童中风教育计划中执行各种任务时产生的认知和内在负荷。表现通过后测进行衡量，以评估 6 年级、7 年级和 8 年级中学生获得的知识。我们还使用 ARCS 模型（注意力、相关性、信心和满意度）的短问卷收集学生动机数据，评估难度水平和认知负荷。使用 Pearson 相关评估表现与动机之间的关系。
我们的结果显示，6 年级、7 年级和 8 年级学生的表现之间没有显著差异（>0.05）。6 年级、7 年级和 8 年级学生在表现、认知负荷（心理努力和难度）或动机方面的差异不显著（>0.05）。动机与表现之间的相关性显著（=0.87，=0.001），而心理努力与表现之间的相关性不显著（=0.34，=0.270）。此外，难度与表现之间的相关性也不显著（=0.38，=0.361）。在 ARCS 动机模型中，注意力和信心的平均得分最低（3.9），而相关性的得分最高（4.3）。
我们的研究结果表明，在实施针对中学生的中风教育外展计划时，实施新的活动以增强学生的动机，从而提高表现非常重要。
