Bichronous modes in heritage education for enhancing motivation and learning outcomes via the ARCS model
Source abstract
Abstract
Heritage education has drawn increasing attention, with digital games and online courses emerging as innovative learning tools. However, the integration of asynchronous digital games and synchronous online courses remains underexplored. This study introduces Bichronous Modes (BMs) in heritage education, combining these two approaches to improve motivation, behavioral intentions for heritage preservation, and learning outcomes. Two experiments investigated the effectiveness of different learning sequences: BM game-course (asynchronous games followed by synchronous courses) and BM course-game (synchronous courses followed by asynchronous games). Results indicated that BMs are more effective than using either approach alone. Specifically, BM game-course facilitated heritage knowledge acquisition, while BM course-game improved student satisfaction. A structural equation model (SEM) revealed that satisfaction mediates the relationship between motivation and behavioral intentions for heritage preservation. This study highlights BMs’ potential in heritage education program design and suggests future avenues for refining learning mechanisms, emphasizing their applicability in schools and museums to promote sustainable heritage education.
Source: openalex_inverted_index · Quality: baseline
Research context
OpenAlex topics: Museums and Cultural Heritage · Creativity in Education and Neuroscience · Educational Games and Gamification
SciVX discovery tags are terminology-based. OpenAlex topics are source-provided classifications.
References (93)
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