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Title: :  INCREASING LEARNERS' PERFORMANCE AND INTRINSIC MOTIVATION USING GAMIFIED INSTRUCTIONAL MATERIALS: THE ARCS MODEL APPROACH
PaperId: :  18089
Published in:   International Journal Of Advance Research And Innovative Ideas In Education
Publisher:   IJARIIE
e-ISSN:   2395-4396
Volume/Issue:    Volume 8 Issue 4 2022
DUI:    16.0415/IJARIIE-18089
Licence: :   IJARIIE is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Author NameAuthor Institute
Jennylyn Mamitag BalaoroPolytechnic University of the Philippines Quezon City Branch
Rocel M. AlcasodaPolytechnic University of the Philippines Quezon City Branch

Abstract

Education
Gamified Instructional Materials (GIM), ARCS Model, Intrinsic Motivation, Polytechnic University of the Philippines
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.

Citations

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IJARIIE Jennylyn Mamitag Balaoro, and Rocel M. Alcasoda. "INCREASING LEARNERS' PERFORMANCE AND INTRINSIC MOTIVATION USING GAMIFIED INSTRUCTIONAL MATERIALS: THE ARCS MODEL APPROACH" International Journal Of Advance Research And Innovative Ideas In Education Volume 8 Issue 4 2022 Page 2446-2458
MLA Jennylyn Mamitag Balaoro, and Rocel M. Alcasoda. "INCREASING LEARNERS' PERFORMANCE AND INTRINSIC MOTIVATION USING GAMIFIED INSTRUCTIONAL MATERIALS: THE ARCS MODEL APPROACH." International Journal Of Advance Research And Innovative Ideas In Education 8.4(2022) : 2446-2458.
APA Jennylyn Mamitag Balaoro, & Rocel M. Alcasoda. (2022). INCREASING LEARNERS' PERFORMANCE AND INTRINSIC MOTIVATION USING GAMIFIED INSTRUCTIONAL MATERIALS: THE ARCS MODEL APPROACH. International Journal Of Advance Research And Innovative Ideas In Education, 8(4), 2446-2458.
Chicago Jennylyn Mamitag Balaoro, and Rocel M. Alcasoda. "INCREASING LEARNERS' PERFORMANCE AND INTRINSIC MOTIVATION USING GAMIFIED INSTRUCTIONAL MATERIALS: THE ARCS MODEL APPROACH." International Journal Of Advance Research And Innovative Ideas In Education 8, no. 4 (2022) : 2446-2458.
Oxford Jennylyn Mamitag Balaoro, and Rocel M. Alcasoda. 'INCREASING LEARNERS' PERFORMANCE AND INTRINSIC MOTIVATION USING GAMIFIED INSTRUCTIONAL MATERIALS: THE ARCS MODEL APPROACH', International Journal Of Advance Research And Innovative Ideas In Education, vol. 8, no. 4, 2022, p. 2446-2458. Available from IJARIIE, https://ijariie.com/AdminUploadPdf/INCREASING_LEARNERS__PERFORMANCE_AND_INTRINSIC_MOTIVATION_USING_GAMIFIED_INSTRUCTIONAL_MATERIALS__THE_ARCS_MODEL_APPROACH_ijariie18089.pdf (Accessed : 10 August 2024).
Harvard Jennylyn Mamitag Balaoro, and Rocel M. Alcasoda. (2022) 'INCREASING LEARNERS' PERFORMANCE AND INTRINSIC MOTIVATION USING GAMIFIED INSTRUCTIONAL MATERIALS: THE ARCS MODEL APPROACH', International Journal Of Advance Research And Innovative Ideas In Education, 8(4), pp. 2446-2458IJARIIE [Online]. Available at: https://ijariie.com/AdminUploadPdf/INCREASING_LEARNERS__PERFORMANCE_AND_INTRINSIC_MOTIVATION_USING_GAMIFIED_INSTRUCTIONAL_MATERIALS__THE_ARCS_MODEL_APPROACH_ijariie18089.pdf (Accessed : 10 August 2024)
IEEE Jennylyn Mamitag Balaoro, and Rocel M. Alcasoda, "INCREASING LEARNERS' PERFORMANCE AND INTRINSIC MOTIVATION USING GAMIFIED INSTRUCTIONAL MATERIALS: THE ARCS MODEL APPROACH," International Journal Of Advance Research And Innovative Ideas In Education, vol. 8, no. 4, pp. 2446-2458, Jul-Aug 2022. [Online]. Available: https://ijariie.com/AdminUploadPdf/INCREASING_LEARNERS__PERFORMANCE_AND_INTRINSIC_MOTIVATION_USING_GAMIFIED_INSTRUCTIONAL_MATERIALS__THE_ARCS_MODEL_APPROACH_ijariie18089.pdf [Accessed : 10 August 2024].
Turabian Jennylyn Mamitag Balaoro, and Rocel M. Alcasoda. "INCREASING LEARNERS' PERFORMANCE AND INTRINSIC MOTIVATION USING GAMIFIED INSTRUCTIONAL MATERIALS: THE ARCS MODEL APPROACH." International Journal Of Advance Research And Innovative Ideas In Education [Online]. volume 8 number 4 (10 August 2024).
Vancouver Jennylyn Mamitag Balaoro, and Rocel M. Alcasoda. INCREASING LEARNERS' PERFORMANCE AND INTRINSIC MOTIVATION USING GAMIFIED INSTRUCTIONAL MATERIALS: THE ARCS MODEL APPROACH. International Journal Of Advance Research And Innovative Ideas In Education [Internet]. 2022 [Cited : 10 August 2024]; 8(4) : 2446-2458. Available from: https://ijariie.com/AdminUploadPdf/INCREASING_LEARNERS__PERFORMANCE_AND_INTRINSIC_MOTIVATION_USING_GAMIFIED_INSTRUCTIONAL_MATERIALS__THE_ARCS_MODEL_APPROACH_ijariie18089.pdf
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