Vol.7, No.2, May 2018.                                                                                                                                                                             ISSN: 2217-8309

                                                                                                                                                                                                                eISSN: 2217-8333


TEM Journal



Association for Information Communication Technology Education and Science

Impacts and Opinions on the Technology Self-Sufficiency of the Students who are Coding Education in the Flipped Classroom Adapted to the ARCS Motivation Model


Vasfi Tugun


© 2018 Vasfi Tugun, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)


Citation Information: TEM Journal. Volume 7, Issue 2, Pages 366-371, ISSN 2217-8309, DOI: 10.18421/TEM72-18, May 2018.


Received: 02 September 2017
Accepted: 09 March 2018
Published: 25 May 2018




The aim of this study was to determine the effects of the use of technology self-efficacy in the 9th-grade students’ opinions on the flipped classroom adapted to the ARCS motivation model and the effect of the pre-test to the final test. The research was an experimental study, in which a single group pretest, posttest, and student were devised according to the flipped classroom instructional survey research model. According to the results of the experiences of the students who participated in the study on the flipped classroom model adapted to the ARCS motivation model, it was determined that the students had a positive attitude towards the use of learning, teaching, cognitive skills and technology.


Keywords –Flipped Classroom, Digital Game, ARCS Motivation Model, Algorithm, Technology self-efficacy.



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