INCREASING LEARNERS' PERFORMANCE AND INTRINSIC MOTIVATION USING GAMIFIED INSTRUCTIONAL MATERIALS: THE ARCS MODEL APPROACH

Education

The two-year mark of the pandemic has brought an enormous education crisis caused by the sudden shift of learning delivery from face-to-face to online learning modality. Educators are now facing a challenge to utilize effective teaching strategies that can better hold attention, build up motivation, and can increase positive learners’ performance while integrating technology. The researchers of this study focus on the potential of Gamified Instructional Materials (GIM) in increasing the academic performance and intrinsic motivation of the learners. This quasi-experimental study attempts to evaluate the effectiveness of GIM through the actual class intervention and through the reduced and modified Instructional Materials Motivation Survey (IMMS) containing indicators of Attention, Relevance, Confidence, and Satisfaction (ARCS) Model. The results revealed that ARCS Model integration through IMMS got an overall mean score of (M=3.42). This further implies that GIM can be used as an innovative tool to engage and motivate students while learning. Moreover, the results of Paired Samples T-Test revealed that during the pre-test, the control-experimental group scored (M=1.20, SD=1.12, p=0.000) while during the post-test, the paired samples scored (M=1.0, SD=1.32, p=0.000) which imply that there is a statistical difference between the pre-post test scores of control-experimental groups. Further, the analysis of the Pearson Correlation revealed that there is a very weak positive correlation (r=0.14, p=0.56) between intrinsic motivation and the academic performance of the learners. This study firmly concluded that GIM can be one of the innovative teaching strategies in face-to-face learning that can increase both learners’ performance and intrinsic motivation.

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