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All Journal JOIV : International Journal on Informatics Visualization
Si, Josh Chong En
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Computer Science & IT

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Student's Attitudes and Motivation Towards the Effectiveness of Open Distance Learning (ODL) in Malaysian Universities Law, Kyra Ley Sy; Nesamalar Tharumaraj, Judith; Si, Josh Chong En
JOIV : International Journal on Informatics Visualization Vol 9, No 2 (2025)
Publisher : Society of Visual Informatics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62527/joiv.9.2.3404

Abstract

Online distance learning (ODL) has transformed the educational environment and ensured educational continuity during global crises. As ODL becomes a permanent mode of education, continuous research into its effectiveness is imperative. This study investigates the ARCS model as a mediator between student attitudes, learning platforms, and ODL effectiveness, focusing on student experiences and outcomes. Utilizing a quantitative approach, an online survey comprising 31 items across five domains, including the ARCS model, was administered to 123 participants currently or previously engaged in ODL. The findings reveal that ODL effectiveness is significantly enhanced by positive motivational factors supported by psychological and emotional attitudes. Contrary to initial assumptions, platform availability, and accessibility do not independently influence ODL effectiveness; instead, motivation positively mediates effectiveness. This study provides institutions with the flexibility to improve learning platforms and offers insights to boost student motivation. Additionally, the study underscores the importance of fostering supportive attitudes to maximize ODL benefits. Recommendations for future research include exploring other mediating factors that may impact ODL effectiveness and examining diverse student populations to generalize the findings further. By addressing these areas, educational institutions can better understand the dynamics of ODL and implement strategies to enhance student experiences and outcomes. This study contributes to the growing knowledge of ODL, highlighting critical areas for institutional improvement and student support. It emphasizes the need for a holistic approach to educational technology, where motivational and attitudinal factors are integral to achieving effective and impactful online learning.
Investigating the Role of Gamification in Motivating Students Learning Si, Josh Chong En; Karuppiah, Nanthakumar; Mahindran, Nirmal Kumaar; Law, Kyra Ley Sy
JOIV : International Journal on Informatics Visualization Vol 9, No 4 (2025)
Publisher : Society of Visual Informatics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62527/joiv.9.4.3418

Abstract

This study investigates the role of gamification in enhancing student motivation within higher education, specifically targeting bachelor’s degree students in Klang Valley, Malaysia. The objective is to examine how the ARCS-R model by integrating the ARCS motivational framework (Attention, Relevance, Confidence, Satisfaction) with the Relatedness component of Self-Determination Theory (SDT) influences student motivation. A quantitative approach was employed, involving 208 business students who engaged in gamified learning activities via the Socrative platform. Participants completed competitive and collaborative tasks, followed by a survey measuring motivational constructs. Partial Least Squares Structural Equation Modelling (PLS-SEM) was utilized for data analysis. The results indicated that Relevance, Confidence, Satisfaction, and Relatedness had significant positive effects on student motivation, while Attention did not show a significant impact. The findings suggest that although gamified environments can enhance motivation, some elements, such as Attention, may be less effective without dynamic game design features. The study underscores the importance of integrating more interactive and adaptive game mechanics to sustain learner engagement. This research contributes to the understanding of motivation theories in gamified learning, offering empirical support for combining ARCS and SDT models. Future research should explore longitudinal effects and the role of personalized gamification strategies to optimize motivational outcomes across diverse student populations.
Co-Authors Karuppiah, Nanthakumar Law, Kyra Ley Sy Mahindran, Nirmal Kumaar Nesamalar Tharumaraj, Judith