基于ARCS模型的生成式人工智能和游戏化对增强学生动机的影响

High school biology learning is often hindered by abstract concepts and cognitive overload, leading to low student motivation. Although generative artificial intelligence (GenAI) and gamification show instructional potential, their combined motivational effects remain underexplored. Grounded in the ARCS model, this study examined the impact of integrating ChatGPT-based GenAI and gamification on students’ Attention, Relevance, Confidence, and Satisfaction. A longitudinal quasi-experimental repeated measures design was conducted with 52 high school biology students over eight weeks. Motivation w