Exploring the role of gamification in motivating students to learn

Using an integration of the Attention, Relevance, Confidence, and Satisfaction (ARCS) model and the Self-Determination Theory (SDT). This study explored university students' motivation to learn through the use of gamification. A quantitative approach was used to obtain data from 60 students who participated in a gamified course utilizing a closed-ended questionnaire. The students were chosen using a random sampling method. Structural equation model (SEM) was used to assess the collected quantitative data. It was revealed through the study that the satisfaction attribute of motivation influences students' engagement in learning whereas attention, relevance, confidence and relatedness do not. This research added to the existing discussion on the use of ARCS and SDT to explain why students are motivated to learn when gamification is used in universities.

Automated summary

Using an integration of the Attention, Relevance, Confidence, and Satisfaction (ARCS) model and the Self-Determination Theory (SDT), this study investigated university students' motivation to learn through gamification. A closed-ended questionnaire was used to collect quantitative data from 60 randomly sampled students. Structural equation modeling (SEM) was employed to analyze the data. The findings indicated that satisfaction significantly influences students' engagement in learning, while attention, relevance, confidence, and relatedness do not. This research contributes to the existing discourse on using ARCS and SDT to explain students' motivation to learn in gamified university courses.