Creating a DGBL integrating ARCS motivation theory with animation, narrative story, fun, and usability to enhance learning motivation and effectiveness

Abstract

This study designed a digital teaching game named Kitties' Magic Journey (KMJ). The principle of leveraging in the course of natural technology and life was used as the teaching subject. The game combined design items included animation, narrative story, fun and usability, which integrated ARCS learning motivation theory. The experimental group used KMJ, whereas the control group used traditional teaching. The two groups were administered pre- and post-tests, the ARCS learning motivation scale, and a semi-open questionnaire. In addition, the experimental group was administered a digital game design scale. The results showed that both KMJ and traditional teaching improved learning effectiveness. Although the learning effectiveness of the experimental group was higher than that of the control group, the difference was not statistically significant. Furthermore, the learning motivation of the experimental group was significantly higher than that of the control group. A canonical correlation analysis of the game design items dimensions and the learning motivation dimensions showed significant correlations, and animation dimension showed the strongest correlation with relevance dimension. The results of this study can provide future reference and guidance in game teaching design and help design a game-based learning system that can attract students.

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