Enhancement of the ARCS model for gamification of learning

Hamzah, Wan Mohd Amir Fazamin Wan; Ali, Noraida Haji; Saman, Mohd Yazid; Yusoff, Mohd Hafiz; Yacob, Azliza

doi:10.1109/iuser.2014.7002718

Cited by 23 publications

(17 citation statements)

References 10 publications

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“…The attention, relevance, confidence, and satisfaction (ARCS) model has been applied in numerous fields of education. 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.…”

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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“…Motivation was interpreted as which describes the direction and extent behavior [22]. In other words, motivation is the extentcontinual effort directed towards a goal [23,24]. In this regard, if students was derived to learn, they enhance their engagement and increased attempt for task completion than other neutral students in school [25,26].…”

Section: Motivationmentioning

confidence: 99%

Investigating the Impact of Virtual Reality and Gamification on Improving Physical Activities in Children

Roshanpour

Nikroo

2020

Preprint

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Abstract Background:The rise of obesity creates a critical health problem in childhood which can establish obesity in adulthood. It is significant in the first years of life to participate in physical activity program. In other words, children have to perform physical activity for preventing obesity and toward reducing obesity in adulthood. In this regard, it seems to be important in elementary schools. In this regard, interventions were used to perform physical activity. We have utilized virtual reality and gamification as an intervention to increase motivation for exerting physical activity in elementary school. In reality, three critical areas have been identified to enhance quality physical education program include Promoting intrinsic motivation, enhancing perceived physical competence, and creating a mastery-oriented physical-activity environment.Methods:Mixed quantitative and qualitative study to specify the effects of integration gamification and virtual reality in the physical activity program was used. Analyses were conducted using IBM Statistics SPSS 25.0 software. Also, we used independent-samples T-test to compare results.Results: Total of 25 elementary students participated in our study.This study performed about combination of gamification and virtual reality games. we divided all the students into diverse groups.Results indicated the use of virtual reality and gamification could enhance motivation in children to perform physical activity in school.Conclusion:Virtual reality technology and gamification on physical activity environments had a positive effect on the motivation of elementary students.virtual reality and gamification on motivation leads students to achieve higher levels of engagement in performing physical activity.

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“…The analysis revealed a list of game features as shown in Table II, yet it is notable that not all these features influence cognitive, sensory or function experiences of users in the same way. Upon careful examination of these features, the following four types of features are emerged: (Ding et al, 2017;Pe-Than et al, 2014;Santhanam et al, 2016;Rodrigues et al, 2017;Boendermaker et al, 2015;Sailer et al, 2017;Chen et al, 2016;Buckley and Doyle, 2017;Browne et al, 2014;Aydin, 2015, Hamzah et al,2015b 19…”

Section: Findings On Game Design Featuresmentioning

confidence: 99%

Exploring the relationships between gamification and motivational needs in technology design

Tang

Zhang

2019

IJCS

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Purpose Drawing upon the motivational affordance theory, this paper aims to investigate how gamification design and human motivational needs are associated in extant literature. Design/methodology/approach The authors conducted a literature analysis of 60 journal articles that studied motivational influences of gamification in information technology design. Content analysis was used to identify game design features and motivation variables studied in prior literature, and correspondence analysis was used to show the co-occurrence of game design features and basic motivational needs. Findings The results showed that four types of game design features and eight basic motivational needs are studied in this pool of literature. Correspondence analysis indicates some interesting associations between game design features and basic human needs. Research limitations/implications This research used a motivational affordance perspective to interpret the impact of game design features and suggested directions for future investigations. It is limited due to its sample size and considered as an exploratory study. Practical implications This research provided suggestions for technology designers that game design features vary in their motivational influence, and therefore, game design features should be used accordingly to meet users’ motivational needs. Originality/value This research is one of initial studies which explored the association between game design features and basic motivational needs. The findings of this study provide the groundwork for guidelines and strategies to facilitate motivational design in information technology.

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Enhancement of the ARCS model for gamification of learning

Cited by 23 publications

References 10 publications

ARCS and RGT Integrated High-Efficiency E-Books

ARCS and RGT Integrated High-Efficiency E-Books

Investigating the Impact of Virtual Reality and Gamification on Improving Physical Activities in Children

Exploring the relationships between gamification and motivational needs in technology design

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