2. 1 The Analysis Outline
The Background
The Target
The Objective
2 The analysis of learner
Analysis tool
Question & answer
3 The Analysis of Motivation
4 The strategy
Attention
Relevance
Confidence
Satisfaction
5 CIS question
3. • This article says that using smart
phone become higher and
popular. In particular, the usage
of 40’s increases largely. The use
The Target
of housewives also grows rapidly.
in forties
Housewives
4. • Smart phone users are now up to
tens of thousands. However,
housewives are not familiar with
the smart phone, so cannot have
enough benefits by using smart
phone. Especially economic The Back-
benefits. ground
• Thus, we make housewives to use
“E-mart today” application by
smart phone to get economical
value.
5. • Our target is a full-time 6
housewives.
• They are very common
housewives and approximately The
40~50 years old. And, relatively Target
they have low motivation to use
the smart phone application.
6. • Using “E-mart today”
application that makes
economical benefits. In specific,
housewives can save money
about 10% by using function of
this app properly. The
objective
• We will check the result with
receipt and shopping list
7. sale shopping
coupon book E-mart live point-card
information report
• weekly • you can get • live-share • you don't • show latest 3
newspapers- coupon same information need to take months'
sale as coupon in about time point card. shopping list.
merchandises, the phone. sales with just show analyze
event other your phone. buying
products customers pattern and
give relevant
coupon
8. Observation Checklist Interview
•We have questions •Asking actual frequency •Related to survey
about why 40~50 of application and checklist,
housewives don’t and using time in a day asking housewives
use e-mart •Asking self-check more deeply about
application from questions to define the motivation
observation of level of application
mother. attitude.
9. 1) Actual frequency of application(in a day)
0time-3/1time-2/2times-1 = 0.67
0 time
2 times
50%
17%
33%
1 time
10. Too small
2) Using application time(in a day)
0min-3/1min-1/2min-1/4min-1 = 1.17
0 min
1 min
50%
17%
17% 16%
4 min
2 min
11. – from zero(low) to five(high)
Q.1 A Check the degree of interest using the app(1.5)
Q.2 A/R Check the degree of familiarity using the app(0.8 )
Q.3 R Check the degree of usefulness achieving your goal (1.2)
Q.4 C Check the degree of utilizing the app successfully (0.5)
Q.5 S Check the degree of satisfaction using the app(1.4)
Q.6 ARCS Check the degree of usage actually(1.3)
Q.7 ARCS Check the degree of curiosity or use more than
current situation (0.2)
Compare checklist : start of course from After the course
13. • Especially “Check the degree of curiosity or use
more than current situation (0.2)” is quite low.
• All aspects of A,R,C and S have problem. Not
only one of them has big problem, but also
most of them are related with other
components.
• In tactics, we have to cover a number of
various components.
14. 1. Why you don’t use e-mart application very
much?
– We make deeper interview from checklist.
According to checklist which can define what is
lowest part of checklist, we ask suitable question.
2. What can make your motivation go up?
– We can define what situation, task, approaches
make their motivation go up.
15. • 56-year-old, kim 00
“Application is quite difficult to use. Old people
can’t do it. I like traditional way, which is just
going to the market to compare each product”
• 49-year-old, Lim 00
“Even I achieve it, I don’t have any reward from it.
Even, it is selective course not necessary
course at all. I was busy to do the housework”
16. “Well....its function is too
• 51-year-old, Parck 00 difficult.”
• 46-year-old, Lee 00
“Of course I learned it before but now that it actually
difficult to me..
Isn't it for young people like student? well.
As for me, paper coupon is more convenient than
electron coupon.
it's inconvenient and too complex...
17. NOT access at all
Attention Do not want to use because of tiresomeness
Do not have interest with information
about E-mart today
They think it’s just young-people’s thing. They are
not related in that
They can’t assure how much they get benefit Relevance
They can’t imagine themselves ‘before& after’
they use
18. They assume using application is difficult because
they think they are too normal to use the
newest thing
They experienced trouble before when utilizing similar
application. So they become lethargic
Confidence
They give up early when downloading coupons
They don’t make an effort because they have
low self-control
They don’t know their economical benefit exactly because
they haven’t got feedback and visible result
19. They think there are differences between young
people and them. Young people can easily
get good results for their effort. So they
think it is not fair.
Satisfaction
They don’t know their economical benefit exactly
so they think they are getting low extrinsic
rewards
Because of discordance between the result and their
expectation, they got low intrinsic satisfaction.
They don’t have interest because there’s no one
who is using same application (balance theory)
20. • Ensure reward visualize
• Achieve recognition
• Using visual image (not just verbally lecture)
• Effective in my life
• Familiar learning environment
• Interesting subject
• usefulness in reality
.
.
.
21. Concepts & Process
Main Supporting Tasks
Questions
A1:Perceptual 1. Using the video E-mart application shows that remarkable news
arousal that “The rate of using e-mart mall application is rapidly
What can I do to increase among housewives up to two times in a month”
capture their interest? 2. Video also shows a traditional housewife interview which she
can decrease the sum of food expenses even though, the total
market prices increases about 3% in these days.
→ perceptual arousal theory
→ novel approaches
A2: Inquiry arousal Ask housewives “Even you always consider how to reduce money
How can I stimulate and already know discounting application saving money, why don’t
an attitude of inquiry? you using that application like in video application user?”
→In drive theory
→cognitive dissonance(congruity)
A3: Variability 1. They make a group to discuss about “why don’t I use
How can I maintain application”, “What is good point of this application”
their attention 2. Professor demonstrates the E-mart today application.
? → overcome boredom
→ sensational seeking
22. Concepts & Process
Main Supporting Tasks
Questions
R1:goal orientation Tell the relevance between how successful using of this app and
How can I best meet their future goal accomplishment
my learner’s needs? make them write down their different image about before and after
using the app.
→generate the potential connections to their future needs and goals
→tolman’s expectancies
R2: motive matching 1.Introduce role model
How and when can I 2.Group activity like discussion with role model
link my instruction to →have high needs of relationship
the learning styles →mcclelland’s focus on three needs: achievement, affiliation, power.
and personal interests
of the learner?
R3: familiarity 1.introduce the concrete example closely related to them: their
How can I tie the well-known friend received lots of discount benefits through using
instruction to the this app.
learner’s experience? 2.give salience to a fact that using this app is not so much different
from prior methods like paper coupon.
→achieve relevance through use of concrete examples and telling
familiar to them
23. Concepts & Process
Main Supporting Tasks
Questions
C1.Learning requirements clarify concrete evaluation method and the aims of the
How can I assist in building lesson
a positive expectation for notify them that they don’t need to all the function of the appli
success? cation
→have locus of knowledge
→get rid of learned ethargy
C2.Success Opportunities 1. teach them skills from the easiest to the hardest
How will the learning exper →phase learning method
ience support or enhance th →stimulate their Self-efficacy
e learners’ beliefs in their co
mpetence?
2. through the indirect experience
→have high confidence.
C3.Personalcontrol 1. using checklists →give them feedback
How will the learners clearl they can link their skills and outcomes easily
y know their success is base
d upon their efforts and abil 2. survey them occasionally
ities?
24.
25. After the course, we develop the 18 questionnaire to measure
motivation difference of housewives affected by the course.
1. The things I am learning in this course will be useful to me.
2. I feel confident that I will do well in this course.
3. This class has very little in it that captures my attention.
4. You have to be lucky to get good achievement in this course.
5. I have to work too hard to succeed in this course.
6. I do NOT see how the content of this course relates to anything I already know.
7. getting good result is depends on me.
8. The contents of the learning was difficult to me.
9. Through this course, I feel satisfaction.
10. I feel interest about the contents of learning.
11. the course was interesting.
12. I am satisfied with the learned contents.
13. the contents of learning is accord with my expectation.
14. It is important to make an effort in class to reach my goal.
15. the course is different and novel.
16. I usually loose concentration in class.
17. I have attention from asking questions in class and given questions.
18. I have enough feedback and check what I was really good or not.
