Annotated Bibliography Entry:

Camacho-Sánchez, R., Serna Bardavío, J., Rillo-Albert, A., & Lavega-Burgués, P. (2023). Enhancing motivation and academic performance through gamified digital game-based learning methodology using the ARCS model. Interactive Learning Environments. https://doi.org/10.1080/10494820.2023.2294762

Summary:
This article evaluates the effectiveness of gamified digital game-based learning (DGBL) grounded in the ARCS model on motivation and academic performance in higher education. The study involved 384 undergraduates in physical activity and sport sciences, assessing the impact of gamification on attention, relevance, confidence, and satisfaction. The findings reveal that the gamified intervention significantly boosted motivation and academic performance, particularly in practical knowledge, with competitive and non-competitive elements showing no major differences.

Evaluation:
The article provides valuable insights into applying the ARCS model within gamified learning environments. Its findings underscore the effectiveness of this approach in enhancing students’ motivation, especially in higher education. The study’s rigorous methodology and comprehensive analysis of both intrinsic and extrinsic motivation factors add to the credibility of the results. However, the focus on physical education might limit its applicability to other disciplines.

Reflection:
This article is highly relevant to my research on motivation in digital learning environments. It demonstrates the benefits of integrating the ARCS model with gamified learning to enhance student engagement and performance. The findings align with my interest in exploring how digital tools and motivational frameworks can be leveraged to improve educational outcomes across various settings. I can apply these insights to broader contexts, including online education and the development of interactive learning tools.