The use of games in various stages of education has become an accepted method among instructional designers who are interested in adding technology to their designs. This research would benefit game designers and instructional designers who want to see what motivates students to learn English. The research used Keller’s ARCS Model, which addresses attention, relevance, confidence, and satisfaction, to investigate what game designs or characteristics will motivate students to learn more English language. The method of this study was a quasi-experimental design supplemented with quantitative and qualitative methods. The results indicated that both games used motivated students to learn because there was not difference between the groups when students took the post- test. The survey indicated that relevance and confidence showed acceptable reliability, while attention and satisfaction did not show acceptable reliability. The open-ended questions showed there was no preference for the different designs or characteristics of the games used. The results show that there was no significant difference between which game was used by a group, however both games motivated students to learn the English language.
","abstract_html":"<p>The use of games in various stages of education has become an accepted method among instructional designers who are interested in adding technology to their designs. This research would benefit game designers and instructional designers who want to see what motivates students to learn English. The research used Keller’s ARCS Model, which addresses attention, relevance, confidence, and satisfaction, to investigate what game designs or characteristics will motivate students to learn more English language. The method of this study was a quasi-experimental design supplemented with quantitative and qualitative methods. The results indicated that both games used motivated students to learn because there was not difference between the groups when students took the post- test. The survey indicated that relevance and confidence showed acceptable reliability, while attention and satisfaction did not show acceptable reliability. The open-ended questions showed there was no preference for the different designs or characteristics of the games used. The results show that there was no significant difference between which game was used by a group, however both games motivated students to learn the English language.</p>","abstract_has_math":false,"creators":["Alshawi, Wadeeah"],"institution":null,"degree_name":"Ph.D.","degree_level":"Open Access Dissertation","degree_discipline":"Instructional Technology","degree_department":null,"school":null,"contributors":["Timothy Spannaus","Ke Zhang"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T06:00:26Z","subjects":["Other Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wayne.edu/oa_dissertations/1422","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Timothy Spannaus","Ke Zhang"]},{"key":"dc:creator","label":"Author","values":["Alshawi, Wadeeah"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Instructional Technology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Other Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wayne.edu/oa_dissertations/1422"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The use of games in various stages of education has become an accepted method among instructional designers who are interested in adding technology to their designs. This research would benefit game designers and instructional designers who want to see what motivates students to learn English. The research used Keller’s ARCS Model, which addresses attention, relevance, confidence, and satisfaction, to investigate what game designs or characteristics will motivate students to learn more English language. The method of this study was a quasi-experimental design supplemented with quantitative and qualitative methods. The results indicated that both games used motivated students to learn because there was not difference between the groups when students took the post- test. The survey indicated that relevance and confidence showed acceptable reliability, while attention and satisfaction did not show acceptable reliability. The open-ended questions showed there was no preference for the different designs or characteristics of the games used. The results show that there was no significant difference between which game was used by a group, however both games motivated students to learn the English language.
"]},{"key":"dc:title","label":"Title","values":["Using Video Games To Increase Motivation Of Saudi Students Learning English"]}]}],"canonical_facts":{"dc:contributor":["Timothy Spannaus","Ke Zhang"],"dc:creator":["Alshawi, Wadeeah"],"dc:date.available":["2016-01-01T08:00:00Z"],"dc:description.abstract":["The use of games in various stages of education has become an accepted method among instructional designers who are interested in adding technology to their designs. This research would benefit game designers and instructional designers who want to see what motivates students to learn English. The research used Keller’s ARCS Model, which addresses attention, relevance, confidence, and satisfaction, to investigate what game designs or characteristics will motivate students to learn more English language. The method of this study was a quasi-experimental design supplemented with quantitative and qualitative methods. The results indicated that both games used motivated students to learn because there was not difference between the groups when students took the post- test. The survey indicated that relevance and confidence showed acceptable reliability, while attention and satisfaction did not show acceptable reliability. The open-ended questions showed there was no preference for the different designs or characteristics of the games used. The results show that there was no significant difference between which game was used by a group, however both games motivated students to learn the English language.
"],"dc:identifier":["https://digitalcommons.wayne.edu/oa_dissertations/1422"],"dc:subject":["Other Education"],"dc:title":["Using Video Games To Increase Motivation Of Saudi Students Learning English"],"thesis:degree_discipline":["Instructional Technology"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T06:00:26Z"}