Influence of Gamification on Students’ Motivation in using E-Learning Applications Based on the Motivational Design Model

Abstract

Abstract-Students' motivation is an important factor in ensuring the success of e-learning implementation. In order to ensure students is motivated to use e-learning, motivational design has been used during the development process of e-learning applications. The use of gamification in learning context can help to increase student motivation. The ARCS+G model of motivational design is used as a guide for the gamification of learning. This study focuses on the influence of gamification on students' motivation in using elearning applications based on the ARCS+G model. Data from the Instructional Materials Motivation Scale (IMMS) questionnaire, were gathered and analyzed for comparison of two groups (one control and one experimental) in attention, relevance, confidence, and satisfaction categories. Based on the result of analysis, students from the experimental group are more motivated to use e-learning applications compared with the controlled group. This proves that gamification affect students' motivation when used in elearning applications.Index Terms-Gamification, Motivational Design, ARCS Model, ARCS+G Model.

Modelo Teórico Integrado de Gamificación en Ambientes E-Learning (E-MIGA)

“…No obstante, los modelos de gamificación vinculados al proceso educativo representan más de la mitad de la muestra de la última criba: 10 artículos (58%), entre los cuales se encuentran: Nolan y McBride (2013); Schoech, Boyas, Black y Lambert (2013); Mettler y Pinto (2015); Hamzah, Ali, Saman, Yusoff y Yacob (2015); Kim y Lee (2015); y Tomé, da Cunha, Farias, Rosa, Anton y Gasparini (2015). No obstante, estos últimos dos modelos mencionados se presentan como los únicos en evidenciar con meridiana claridad su orientación hacia entornos e-learning, demostrando su efectividad frente a entornos de enseñanza tradicional y especificando la proveniencia de cada una de sus variables.…”

Oyunlaştırma Yönteminin Öğrencilerin Motivasyonları Üzerine Etkisi

“…The effects on the dependent variables mentioned in gamification were explained by the participants from the primary school to undergraduate level so different results were presented. According to the findings, there were significant differences on motivation in seven studies (Chen et al, 2016;Cózar-Gutierrez & Sáez-López, 2016;Fotoris, Mastoras, Leinfeliner & Rosunally, 2016;González et al, 2016;Hamzah et al, 2015;Pesare et al, 2016;Siemens vd., 2015) while no significant difference was found in two studies (Juárez & Carballo, 2016;Roper & Vecera, 2016) Results showed that three out of seven studies had positive effect of gamification on learning. However, the rest of four studies had positive results (e.g.…”

“…Game elements were implemented to the classroom settings with and without the help of technological tools. Some research studies were defined themselves as game based learning studies, however they were actually gamification applications because there was no game used within the studies (Chen et al, 2016;Cózar-Gutierrez & Sáez-López, 2016;González et al, 2016, Hamzah et al, 2015Pesare et al, 2016;Siemens et al, 2015).…”

A Kinect- and Game-Based Interactive Learning System

“…In recent years, the ARCS model has been variously applied to investigate whether it enhances learning motivation, and the results have generally been positive (Alhazbi, 2015;Hamzah et al, 2015;Kaneko et al, 2015;Qian, 2014;Yurdaarmagan et al, 2015;Peng, Liu, & Liu, 2016). For example, Zhang (2017) designed a micro-lecture teaching platform based on ARCS model theory.…”