A Game-Based Learning Environment Using the ARCS Model at a University Library

Kaneko, Kosuke; Saito, Yuriko; Nohara, Yukari; Kudo, Eriko; Yamada, Masanori

doi:10.1109/iiai-aai.2015.285

Cited by 13 publications

(9 citation statements)

References 4 publications

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“…Hamzah et al [13] proposed that this was a model for a learning environment that could encourage students and maintain their learning motivation through problem-solving. Kaneko et al [14] used an ARCS-based mobile platform (iOS, Android) to develop and assess a game-based learning environment. The experimental group applied the ARCS model when designing the game whereas the control group used an e-learning method.…”

Section: Arcs Motivation Model and Applicationmentioning

confidence: 99%

ARCS and RGT Integrated High-Efficiency E-Books

2019

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This study used the attention, relevance, confidence, and satisfaction (ARCS) method and Kelly’s repertory grid technique (RGT) to develop a high-efficiency e-book. Its main design concepts were to use the ARCS model to create a highly interactive human–machine interface and multimedia learning content that would enhance the learning motivation of users, and to use RGT and a knowledge map to supplement the learning strategy and help users effectively build personalized knowledge. This study adopted Taiwanese cherry blossoms as the learning objectives and recruited 70 freshmen from a university in Tainan as research participants. During the experiment, the students were divided into a control group, which used websites on cherry blossoms, and an experimental group, which used the system developed for this study. Learning outcome assessments and questionnaires were conducted on the pre- and post- learning test data of both groups. The learning outcomes were analyzed using a t-test. In the questionnaire, the assessments and discussions were focused on the four constructs of ARCS. The results show that the improvement of learning outcomes was more significant in the experimental group than in the control group. All dimensions of the questionnaire achieved significant results. Therefore, the learners provided positive reviews of the proposed high-efficiency e-book.

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Section: Arcs Motivation Model and Applicationmentioning

confidence: 99%

ARCS and RGT Integrated High-Efficiency E-Books

2019

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“…Because the delayed-test had twenty questions, the range of value is from 0 to 20. We use a modified IMMS based on our previous research [6]. The students were required to rate all items with 5-likert scale (1: don't agree at all -5: agree very much).…”

Section: Resultsmentioning

confidence: 99%

A Study on Effective Instructional Design for IoT Security Education Focusing on Experiential Learning

Kaneko

Ban²,

Okamura

2019

International Journal of Learning Technologies and Learning Environments

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This paper discusses about effective instructional design for fostering security engineers, especially focusing on experiential learning. The authors prepared two groups, the proposed experiential learning group (experimental group) and non-experiential learning group (control group), and investigated each learning effectiveness by using several evaluation metrics. The evaluation metrics included pre-/post-test scores, delayed-test score and learning motivation score. The result of statistical evaluation was that there was no significant difference about pre-/post-test scores and also learning motivation scores between the two group. However, there was significant difference about delayed-test scores between them. This interesting result explains that the learners in the both groups had higher learning motivation and they actually acquired knowledge about cybersecurity in each lecture, nevertheless, almost learners in the non-experiential learning group couldn't keep to retain the knowledge they acquired several weeks ago, meanwhile almost learners in the experimental learning group could keep it. This result indicates that experiential learning can influence learner's knowledge retention and has possibility to bring long-term knowledge retention than the case of non-experiential learning. Although the fact was empirically known among most lecturers, this experiment proved it based on statistical quantitative evidence. The contribution of this paper is the quantitative evidence. The result of this paper provides one of the evidences that instructional design including experiential learning brings superior learning effectiveness for cybersecurity education.

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“…Over a half of studies (53%) that found no significant effect of GI on students' learning achievement reported a significant positive effect on students' engagement. Though participants reported, predominantly, positive effects on their emotional engagement (Khan et al, 2017;Leaning, 2015;Rojas-López et al, 2019;Kaneko et al, 2016;Sancho-Vinuesa et al, 2018) and behavioural engagement (Khan et al, 2017;Laskowski, 2015), they also acknowledged the approach as relevant to grasp the content (Kaneko et al, 2016;Leaning, 2015;Stansbury & Earnest, 2017) and beneficial in advancing their reasoning abilities (Stansbury & Earnest, 2017). For this reason, Rojas-López et al (2019) highlight, that cognitive assessment should not reside only on traditional assessment instruments (Dichev & Dicheva, 2017).…”

Section: Learning Context and Learning Outcomesmentioning

confidence: 99%

The Impact of Gamified Instruction on Students’ Learning Outcomes: Systematic Review of Experimental Studies

Jaftha¹,

Zahra-Micallef²,

Chircop³

2021

IJE

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This systematic review critically explores the intervention design and findings of the experimental studies that were published between January 2012-December 2020 in a number of digital libraries and databases and had the effect of a gamified instruction on students’ learning outcomes in their focus, with the aim of identifying what constitutes success or the lack thereof in the given context. The found effect(s) of gamified instruction on students’ learning engagement and achievement are discussed in relation to the a) intervention design, its flaws and their potential impact on reported outcomes and b) prevalent practice in gamification research. The discussion is structured around data collection sources, sample size, and intervention duration, but also the characteristics of learning technology, learning approach, course content, type of games and game elements. This study proposes a list of categories to be included in the description of a study context so that it is possible to a) systematically organise research findings, b) filter the variety of findings via means of replication studies. c) recognise the variant effect on different sub-populations, and d) suggest the way forward when designing and implementing gamified instruction within specific conditions. Furthermore, the study highlights the necessity of approaching the topic through a mixed-method approach involving a more intensive tracking schedule with new assessment instruments and a larger number of participants that are longitudinal or at least of a longer duration in order to obtain more comprehensive findings.

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A Game-Based Learning Environment Using the ARCS Model at a University Library

Cited by 13 publications

References 4 publications

ARCS and RGT Integrated High-Efficiency E-Books

ARCS and RGT Integrated High-Efficiency E-Books

A Study on Effective Instructional Design for IoT Security Education Focusing on Experiential Learning

The Impact of Gamified Instruction on Students’ Learning Outcomes: Systematic Review of Experimental Studies

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