The effect of gamification on motivation in a virtual classroom

Abstract

This investigation uses Gamification as a strategy to increase engineering students' motivation in a virtual classroom during the COVID-19 pandemic. This case study used the ARCS (Attention, Relevance, Confidence, and Satisfaction) model to assess motivation in undergraduate engineering students when using Gamification. The results obtained show levels over 4 points of a Likert scale with a maximum value of 5 points. Finding that from the student's perceptive Gamification can help to increase their interest and motivation for the contents provided in a virtual classroom.