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This study aims to determine the effect on the achievement, motivation and self-sufficiency of students of the flipped classroom approach adapted to Keller's ARCS (Attention, Relevance, Confidence and Satisfaction) motivation model and applied to a physics course. The study involved 66 students divided into two classes of a physics course. The first class used the traditional lecture format while the flipped classroom model was used in the second. The research data were obtained via the physics concept test, motivation questionnaire, physics self-sufficiency scale and semi-structured interviews. It was found that the experimental group students were achieve more than the students in the control group. An increase in motivation and self-sufficiency of the students in the experimental group was identified as well. Thereafter, semi-structured interviews were carried out with students of the experimental group. It was found that they had positive opinions regarding the flipped classroom approach.

Many elementary school students find astronomical knowledge difficult to attain. Students cannot observe planetary motion in the universe, which makes the construction of astronomical knowledge abstract and incomprehensible for many students. To cope with this dilemma, this study proposed creative situated learning via augmented reality (AR) and developed an AR-based Cosmos Planet Go App to simulate the motion of planets in the universe. This allowed students to understand the characteristics and features of each planet through its simulated motion in the universe. This study adopted a quasi-experimental method and the qualitative analysis to conduct experiments on teaching astronomy in an elementary school in central Taiwan. The control group students were taught using traditional classroom narrative teaching, and the experimental group students were taught using the AR-based Cosmos Planet Go App. The results showed that students who learned with the use of the AR-based Cosmos Planet Go App performed significantly better than the control students on measures of learning effectiveness, learning motivation, and flow experience. Moreover, learning engagement, which occurs when students can use multiple perspectives to solve problems, is the most important element for evaluating the AR-learning environment in creative situations. This study extended the research field of digital technology-assisted learning to the discussion of integrated creative learning environment, which can be used as the basis and reference for scholars' research.

Alternative forms of cigarettes, such as electronic cigarettes (e-cigarettes), are becoming increasingly common among adolescents. Many high schools now provide smoking-prevention education in an attempt to minimize the potential negative health effects and illness burdens e-cigarettes may induce in adolescents. However, it is often difficult to motivate young students to engage with traditional education regarding the harmful effects of tobacco; thus, the development of alternative approaches may be required. In this study, we aimed to conduct an acceptability evaluation of educational virtual reality games designed to support smoking-prevention measures. We based the acceptability evaluation on the following two experience types: game-playing and content-learning experiences. The paths by which these experience types affect the intention to abstain from smoking were also examined. We applied a prospective observational study design. We developed educational games based on three-dimensional virtual reality technology, in which participants operated joysticks to complete challenge tasks. To increase the possibility of the games fostering motivation to abstain from smoking, the ARCS motivational model (comprising attention, relevance, confidence, and satisfaction) was used as a framework during the games' design. We measured the participants' game-playing experiences by inquiring about the strength of the ARCS elements; content-learning experiences were measured using overall knowledge improvement and the perceived persuasiveness of the content. A total of 130 students participated in the program. Study hypotheses for this evaluation were derived from a literature review. We used partial least squares structural equation modeling to examine the proposed hypotheses. Based on the responses of the students to questionnaire items concerning attention, relevance, confidence, and satisfaction in the context of the games, most students agreed or strongly agreed that the educational games were motivational, and that their game-playing experiences were positive. Regarding content-learning experiences, there was a significant improvement in knowledge (t =25.67, P<.001), and most students perceived themselves as being persuaded to abstain from smoking. Attention, relevance, and satisfaction significantly influenced perceived persuasiveness (t=3.19, P<.001; t=4.28, P<.001; and t=3.49, P<.001, respectively); however, confidence did not (t=0.42, P=.67). Perceived persuasiveness, relevance, and satisfaction significantly influenced the intention to abstain from smoking (t=3.57, P<.001). In addition to directly affecting the intention to abstain from smoking, indirect effects were observed from both relevance and satisfaction to intention via perceived persuasiveness (t=2.87, P=.004 and t=2.11, P=.04, respectively). However, intention was not significantly influenced by knowledge improvement. Our findings revealed that the educational games were positively accepted by the participating students. This indicates that the integration of the ARCS framework and persuasive strategies is applicable for smoking-prevention education. We recommend that the games be included as teaching materials for smoking-prevention education.

Education for sustainable development is considered a key element of quality. However, nearly-graduated students of architecture perceive that during their training there is a lack in the use of innovative teaching materials such as building simulation performance tools (BPSTs). This document examines the material included in the architectural project subjects within the degree in architecture focused on sustainable development. The conclusions were obtained after developing two workshops accomplished by a set of nearly-graduated students of architecture. As per the results obtained, learning through such innovative material is mainly influenced by the difficulties found by the students due to the non-use of BPSTs during their previous training, the high motivation of the students related to the easy acquisition of theoretical concepts through the use of numerical analysis, and the high concern of the students about their poor background on environmental issues. This study concludes that the syllabuses of the architectural project subjects within the degree in architecture must urgently incorporate the use of BPSTs. Universities are urged to make decisions on this issue. Furthermore, the design of graphic analysis must be adapted to the language of architects in order to help them understand the theoretical concepts pertaining to the technical aspects of architecture. Finally, the design of innovative teaching material significantly influences the motivation of students and therefore their learning process. This article also suggests a set of action lines in order to find a solution for this problem.

Generative AI is revolutionizing education, and ChatGPT has become widely adopted for learning and academic assistance. Drawing on the Unified Theory of Acceptance and Use of Technology 3 (UTAUT3) framework and the ARCS motivation model, this study examines higher education students' behavioural intention and actual use of ChatGPT. A sequential explanatory mixed-method design was used, integrating quantitative data (based on 455 students from three Pakistani universities) analyzed by using Partial Least Squares—Structural Equation Modelling (PLS-SEM), and qualitative insights generated through semi-structured interviews (n = 41) and thematic analysis. The quantitative results identified effort expectancy, performance expectancy, social influence, hedonic motivation, habit, and ARCS motivation as significant predictors of behavioural intention, while personal innovativeness and facilitating conditions were not significant. ARCS motivation functioned both as a direct determinant and as a moderating factor, amplifying the effects of facilitating conditions, effort expectancy, and social influence on behavioural intention and actual use. The qualitative findings complemented these results by revealing that students valued ChatGPT’s usefulness, ease of use, and peer recommendations but remained cautious regarding accuracy, plagiarism, and unclear institutional policies. Collectively, the synthesized findings illustrate motivation as an essential driver of leveraging external support to achieve sustainable adoption in low-resourced educational settings. By integrating UTAUT3 with the ARCS framework, this study offers a unique holistic perspective on ChatGPT adoption, suggesting that institutional guidance, motivational scaffolding, and ethical considerations are inevitable to optimize AI integration in higher education.

This study aims to examine the effect of urinary catheter application training based on the ARCS motivation model on learning motivation, self-efficacy and skill levels of nursing students. Effective clinical skills training in nursing requires motivational and supportive teaching methods. The ARCS model promotes active learning through attention, relevance, confidence and satisfaction. The study employed a randomised controlled pre-test-post-test experimental design. The study was conducted between April and June 2025 with 56 students studying in the nursing department of a university in eastern Turkey and taking the course of basic principles and practices in nursing. The participants were divided into experimental and control groups by a simple randomisation method. Both groups were trained in urinary catheterisation with the traditional method. The students in the experimental group received urinary catheterisation training based on the ARCS motivation model. Data were collected using the \"Introductory Information Form\", \"Motivation Scale for Instructional Material\", \"Academic Self-Efficacy Scale\" and \"Urinary Catheter Application Skill Assessment Form”. The students in the experimental group showed a statistically significant increase in the \"Attention\", \"Relevance\", \"Confidence\", \"Satisfaction\" dimensions and \"Skill Assessment Form\" scores in the post-test (p < 0.05). However, no significant difference was detected in terms of \"Academic Self-Efficacy\" scale scores in both intra- and inter-group comparisons (p > 0.05). The findings of the study revealed that the urinary catheter application training structured based on the ARCS motivation model significantly improved nursing students' learning motivation and psychomotor skills. However, the training did not have a statistically significant effect on students' academic self-efficacy levels.

The importance of formal online education has been felt like never before because of the ongoing nature of the COVID-19 pandemic. Researchers and academics are continuously experimenting with combinations of established pedagogies, tools, and technologies to enhance or sustain the student learning process and motivation. For this study, we have designed and developed a multi-player game called CrossQuestion to explore the combined effect of applying gamification and flipped classroom pedagogies using the ARCS (Attention, Relevance, Confidence, and Satisfaction) model guidelines and its application in the obligatory IT foundation online course during the pandemic. We delivered this course to 79 undergraduate (mostly) non-IT students in Ajman University, UAE. Students were randomly divided into a non-gamified cohort (35 students gone through lecture-based instructions and paper-based assessments–Spring 2019-20–pre-COVID-19 face to face environment) and a gamified flipped classroom cohort (44 students, played the CrossQuestion game–Spring 2020-21–during COVID-19 online environment). We collected the survey data anonymously through our customized Instructional Materials Motivation Survey (IMMS) tool and then performed descriptive analysis, t-test, and regression analysis to address the research hypothesis. We found a significant relationship between learning motivational factors and learning effectiveness. We also found the positive influence of our game on students’ motivation.

This study examines the impact of combining Keller’s ARCS motivation theory with the flipped classroom teaching model on the deep learning of college students. Using data collected from 495 students across different regions in China, the study employs Partial Least Squares Structural Equation Modeling (PLS-SEM) to investigate the relationships between motivational factors and deep learning. The findings reveal that attention, relevance, confidence, and satisfaction all significantly influence deep learning. Although relevance directly enhances deep learning, its effect on intrinsic motivation is less pronounced. Furthermore, the study reveals a hierarchical relationship among the ARCS dimensions within the flipped classroom context: attention drives relevance, relevance enhances confidence, and confidence leads to satisfaction—collectively supporting a sustained learning process. These results validate the application of the ARCS model in flipped classrooms, highlighting its potential to stimulate critical thinking and improve cognitive engagement. This research contributes to the theoretical development of motivation-driven learning models. It offers practical strategies for educators to optimize instructional design, thereby fostering sustained intrinsic motivation and deep learning among students.

“Curriculum Civics” is a reform measure of human education put forward under the fundamental pursuit and urgent demand for human education in colleges and universities in the development of the country and society, and it is an important hand for colleges and universities to realize the fundamental task of establishing morality and educating people. This paper focuses on the problems that exist in the education and teaching of Civics and Politics in college and university mechanical courses, takes the core qualities of mechanical disciplines as the “axis” and takes the national courses and school-based courses as the “two-wheel drive” to build the “one-axis-two-wheels The curriculum system of “one axis and two wheels” is constructed with the national curriculum and school-based curriculum as the “two-wheel drive”. Based on the whole perspective learning theory and ARCS motivation model, combined with the “one axis and two wheels” curriculum system, the innovative model of Civic and Political Teaching for Mechanical Professional Courses is constructed. The teaching experiment method was utilized to implement the teaching design that included Civics elements in the experimental class. Analyzing the data of the control class and the experimental class, the conclusion shows that the ideological and political literacy of the experimental class (4.7119±0.9943) is significantly greater than that of the control class (4.1696±0.8406), and at the same time, the end-of-course averages of the “Fundamentals of Mechanical” course of the experimental class and the control class are 85.25 and 76.41, respectively, which are also significantly different (P<0.05). It indicates that the teaching mode of Civics and Politics of Mechanical Specialty Course can improve the students’ Civics and Politics level, indirectly contribute to the improvement of their grades in the specialty courses, so that the students can realize the moral and technical skills and cultivation.

To improve education regarding sustainability and green buildings, we designed a multiplayer (2–4 people) green building strategy game called GBGame to deliver knowledge of and introduce applied technologies for green buildings. To verify the game’s learning effect, we conducted separate measurements using the ARCS motivation model and a paper-based exam among 72 students majoring in architecture. These students were divided into an experimental group (who played the game) and a control group (who underwent lecture-based instruction). Results indicate that (1) game players had stronger learning motivation than those who attended the lectures; (2) players who learned through the game generally exhibited better learning effectiveness than non-players; (3) following cross-validation, we discovered a highly significant correlation between the learning effect and players’ attention, perception of relevance, confidence, and satisfaction during the game; and (4) the game system was found to be attractive to the students, implying that it can be an effective instructional and recreational material to use during green building education.