ARCS motivation model adapted to gamification applications on a programming language course

摘要

This study was conducted in order to examine the effects of gamification applications adapted to an ARCS (attention, relevance, confidence and satisfaction) motivation model for programming courses on the academic achievement and motivation of students. Also, it was planned to identify students' opinions regarding the applications. During the application process, for the experimental group, the Moodle LMS system with gamification in the classroom was used. For both groups, during an eight-week blended study period, the ARCS motivation model was used. The results of this study indicate that both groups successfully adapted to the ARCS model. Nevertheless, the experimental group, supported by gamification, reported better success than the control group. Another important finding is that students in both groups were highly motivated in the areas of self-confidence and satisfaction, but there was a significant difference in favour of the experimental group supported by gamification applications. It is hoped and believed that this study will provide a valuable contribution and background to the relevant literature.