Effectiveness of Digital Game Based Learning (DGBL) Tools Usage in Macroeconomics among Tertiary Education Students: ARCS Motivation Model

Noormahayu Mohd Nasir, Hafini Suhana Ithnin, Zarul Azhar Nasir, Muhammad Adidinizar Zia Ahmad Kusairee and Abdul Rahim Ridzuan
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Noormahayu Mohd Nasir: Faculty of Business and Management, Universiti Teknologi MARA Perak Branch, Malaysia
Hafini Suhana Ithnin: Faculty of Business and Management, Universiti Teknologi MARA Perak Branch, Malaysia
Zarul Azhar Nasir: Faculty of Business and Management, Universiti Teknologi MARA Perak Branch, Malaysia
Muhammad Adidinizar Zia Ahmad Kusairee: Faculty of Business and Management, Universiti Teknologi MARA Perak Branch, Malaysia
Abdul Rahim Ridzuan: Faculty of Business and Management, Universiti Teknologi MARA, Malaysia

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 3s, 5219-5230

Abstract: The adoption of digital game-based learning (DGBL) tools in tertiary education is rapidly expanding, driven by digital transformation and the emergence of Education 5.0. This innovative educational paradigm prioritizes personalized learning, collaborative environments, and the integration of advanced technologies to improve educational outcomes. Within this evolving landscape, this research aimed to investigate the relationship between the ARCS motivation model—comprising the components of attention, relevance, confidence, and satisfaction—and the effectiveness of digital game-based learning (DGBL) tools specifically in a Macroeconomics course among tertiary education students. Additionally, the study seeks to identify the most significant determinants among these ARCS components that influence the effectiveness of DGBL tools. Employing a quantitative research design, the study utilizes a structured questionnaire for data collection and applies multiple regression analysis to rigorously examine the relationships among the variables. The findings reveal that high levels of attention, relevance, and confidence are positively and significantly associated with the effectiveness of DGBL tools, while satisfaction was found to be insignificant. Among these, attention emerged as the most impactful factor, highlighting the crucial role of student engagement in maximizing DGBL effectiveness in Macroeconomics courses. This study provides key insights for educators and instructional designers seeking to leverage motivational factors to enhance learning outcomes through digital tools in higher education.

Date: 2024
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