Motivation through a gamified experience
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Abstract
Teachers must utilize the pedagogical potential of the various gamification technologies that can support learning achievement when derived from the ARCS motivational paradigm. The goal of the current pre-experimental study is to determine how students' ARCS motivation is affected when gamified online resources are used. There was a population of 457 Peruvian secondary school students, and a statistical sample of a probabilistic nature, made up of 209 students. The Motivation Survey on Didactic Materials (IMMS) was used as an instrument, based on the ARCS motivational model approach; with the dimensions of attention, relevance, trust, and satisfaction, this instrument was adapted and validated. After the intervention, it was found that the majority of students managed to reach a high motivational level in the post-test. In addition, positive results were found in all dimensions of the ARCS motivational design because they all reached an increase in their levels. However, the satisfaction and relevance dimensions achieved further development, reaching a high level.
Keywords: ARCS motivation; gamification tools; IMMS; Keller model.
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