A Prototype Development of Mobile Game Contents for Mathematics
based on ARCS Model
Sungho Kwon
Hanyang University, Korea
skwon@hanyang.ac.kr
Seunghee Jeong
Hanyang University, Korea
christfriend@hanmail.net

Abstract: As mathematics is a notional scholarship and presents many formulas,learners have difficulty compared to other studies of the specific nature. In particular,
in order to study and learn the formulas presented in mathematics, practice is essential.
Fortunately, the popularization of mobile devices such as smart phone, creates anenvironment in which the learners can study anytime and anywhere. Therefore, thepurpose of this study is to develop a prototype of mobile game contents for mathematics
which applies the motivation strategies of Keller's ARCS model. The content of thedevelopment is the 'set operation' in the first semester of middle school freshman.
Detailed research substances in accordance with the research purpose are, first, todevelop the education course for the prototype of mobile game contents formathematics, second, to develop contents which applies the motivation strategies of
ARCS model and third, to apply the education course and ARCS motivation strategies
and develop the prototype of mobile game contents for mathematics. To verify thisstudy, the pilot study targeting 20 first-grade students in S middle school was conducted
through questionnaire. The developed prototype of math mobile game based on ARCS
model was proven to be effective. This study is valuable in a way that it glimpsed thepotentials of a pioneering learning method integrating the ubiquitous mobile technology
with the educational aspects of learning motivation.

Keywords: Mobile, Mobile game, ARCS Model, Mathematics, prototype

1. Introduction
Recently, our educational culture has rapidly changed in the information age. The fast development of
ICT has played a critical role for educational paradigm shifts from distance learning to e-learning, from elearning to m-learning(Guy, 2009). These educational shifts now move towards a ubiquitous education that
education take place anytime and anywhere, which is much accelerated by m-learning. Wireless network andmobile devices are essential parts of infrastructure for realizing m-learning. Wireless network technology
enables ubiquitous education featured by portability, immediacy and connectivity. Furthermore, the technology
enhances individuality and broad accessibility which leads to enrichment and variety to conventional courses orlessons(Abfalter, Mirski, & Hitz, 2004). Especially, m-learning utilizing a smart phone or tablet PC, which isusually cheaper than a desktop or laptop PC, has gained great attention as an alternative educational medium
from instructors and learners for its capacity to enhance learners’ accessibility to educational resources.
According to a report published by SA(Strategy Analytics), an American market research organization, smart
phone supply ratio has reached 67.6% in Korea in 2012, since 2009, and subsequently tons of studies have been
made concerning educational value and effect of smart phone (Chen, Myers, & Yaron, 2002; Danielsson,
Hedestig, Juslin, & Orre, 2004; Park, 2005; Pownell & Bailey, 2001; Roschelle, 2003; Roschelle & Pea, 2002;
Sharples, Corlett, & Westmancott, 2002).
M-learning enables learners to learn anywhere and anytime overcoming physical constraints inaccessibility with a variety of educational resources. However, there is a disadvantage in m-learning. For
example, instructors might have difficulty regulating learners. Hence, learners’ self-regulatory learning capacity
in m-learning is much emphasized compared to that in other types of learning environment (Kim, 2010).
Keller(2001) emphasized the importance of motivation in terms of instruction-learning design and
ARCS motivation strategies play a critical role in the formation of motivation. 49 educational studies publishedfrom 1996 to 2006 that had applied the strategies in Keller’s ARCS model were reported to have 30%
enhancement of educational effects compared to those without them(Kang, 2006). Also, Learners’ engagement,
attention and motivation toward learning can be reinforced by an educational game based on ARCS model (Cho,2008). These results revealed that learning motivation has a positive impact on learning outcomes.
However, lots of students have troubles in developing and maintaining motivation especially inmathematics among various subjects. As its abstractness and abstruseness, many learners have difficulty and inlearning mathematics. As it is imperative to understand terms, figures, symbols and graphs and interpret their
meanings in mathematics, through conscious practices and exercises, learners’ mathematical knowledge andapplicability can be broadened(Kim, Park & Woo, 2002). M-learning can be conducive to math learning due toits ubiquitousness.
The primary purpose of the study is to develop a prototype of math-learning mobile game. The
following steps are listed as a process of the development. First, a learning process of math in mobile game wasdesigned. Second, ARCS model for motivation strategies that will be integrated with a math mobile game wasdesigned. Third, tailored ARCS motivation strategies were applied to the math mobile game. Forth, themotivational effect of a prototype of math mobile game was investigated.

2. Background
2.1 Mobile learning
With the advent of mobile devices and wireless network, the concept of m-learning has been
introduced. With a broad definition, m-learning can be defined as a class or course utilizing various educational
medium. On the other hand, m-learning can be conceptualized as a learning method featured by mobility,
immediacy, individuality and accessibility to information with technical supports of devices such as tablet PC,
laptop and mobile devices (Kwon, 2011). The potential educational use of mobile is listed below according tocharacteristics of mobile learning contents[Table. 2.1].
Table 2.1. Potential uses and features of mobile contents(Kwon, 2011)
Features of m-learning

Mobility

Portability

Potential uses of mobile contents
Utilizing learners’ location information for tailored learning•On-the-spot experience study•Applications of GPS•Situated learning
Portability in learning materials•Easy-to-use player control•Learning-assisted materials while portable

Immediacy

Individuality

Accessibility

Immediate feedback• Provision of learning information of expertise• Time-efficient learning according to educational goals
SRM(Student Relationship Management)• Accessibility to LMS for individual learners• Self-diagnostic test
• Synchronous learning information exchange through SNS
Anywhere, anytime• Self-regulated learning• Problem–based learning• Assistance-based learning

2.2 Keller`s ARCS model
Many studies of human learning have shown that motivation is a key to learning (Crookes & Schmidt,
1991). Psychologists also consider motivation as one of the major determinants of academic achievement andwork productivity (Keller, 1987). Motivation is the most frequently used explanation for success or failure incompleting any complex task and has been considered a pivotal concept in most theories of learning. Keller
pointed out that learners’ motivation is a frequently ignored aspect when it comes to instructional design (Keller,
1979). Keller was intrigued by theoretical concerns about motivation and investigated whether motivation canbe systematically classified. With Keller’s through and systematic approaches, the concept of motivation
encapsulated in four categories; attention, relevance, confidence and satisfaction. Keller(2001) believed thatexternal conditions could be successfully constructed to facilitate and increase learner motivation.
Based on this notion, Keller(1984, 1987) integrated several learning theories and developed theARCS(Attention, Relevance, Confidence, and Satisfaction) model. Attention refers to the extent to whichlearners’ curiosity is aroused and sustained over time. Relevance refers to learners’ perception that the
instruction is related to personal needs or goals. Confidence describes learners’ perceived likelihood ofachieving success through personal control. Satisfaction refers to the combination of extrinsic rewards andintrinsic motivation and the consistency of expectations with outcomes (Keller, 1983; Keller, 1987, Mei-Mei &James, 2002 to re-quotation). Keller(2001) emphasized that four factors of motivation are not actuallycomponents of it, but rather they are requisite to trigger motivation. Therefore, four factors of motivation shouldbe above the minimum level respectively in order to maintain the appropriate level of motivation of learners.
ARCS motivation model covers the broad aspect of motivation and focus on external strategies instructors
should take in an overall course. Briefly, ARCS model provides the specific guidance to design and develop acourse. Keller defined four factors and three sub-elements of each factor of ARCS model and introduced
specific tactics to develop and maintain them[Table2.2].
Table 2.2. Four factors of Keller’s’ ARCS model (2002)
A1
Attentio
n

A2
A3
R1

Relevan
ce

R2
R3
C1

Confidence

C2
C3

Capture Interest (Perceptual Arousal)
What can I do to capture their interest?

Stimulate Inquiry (Inquiry Arousal)
How can I stimulate an attitude of inquiry?

Maintain Attention (Variability)
How can I use a variety of tactics to maintain their attention?

Relate to Goals (Goal Orientation)
How can I best meet my learner`s needs?

Match Interests (Motive Matching)
How and when can I provide my learners with appropriate choices, responsibilities, and influences?

Tie to Experiences (Familiarity)
How can I tie the instruction to the learners` experiences?

Success Expectations (Learning Requirements)
How can I assist in building a positive expectation for success?

Success Opportunities (Learning Activities)
How will the learning experience support or enhance the students` beliefs in their competence?

Personal Responsibility (Success Attributions)
How will the learners clearly know their success is based upon their efforts and abilities?

Satisfac
tion

S1

Intrinsic Satisfaction (Self-Reinforcement)
How can I provide meaningful opportunities for learners to use their newly acquired knowledge/skill?

S2

Rewarding Outcomes (Extrinsic Rewards)
what will provide reinforcement to the learners` successes?

S3

Fair Treatment (Equity)
How can I assist the students in anchoring a positive feeling about their accomplishments?

2.3 Game based learningGame based learning is a learning process that learners are independently able to pursue theireducational goal with an interaction with a computer game integrated with educational contents. Engagement
and interaction are major drives for people to play a game. Likewise, two reasons for integrating game into
education can be discussed(Baek, 2006). First, learners’ engagement can be enhanced by integrating game into
education. Subjects or contents that learners are reluctant to take can be intriguing if they are mixed with game,
which in turn, leads to keeping learners’ motivation through the learning process (Prensky, 2001). Second, as agame has an interactional element in nature, the process of game is made not merely by ‘to see’ but by ‘to do’.
This makes possible for learners not to passively accept and memorize knowledge but rather actively participate
in learning process through physical involvement and realistic experiences (Baek, 2006).
Yun (2001) classified the genre of games appropriate for educational purposes and instructionlearning types. He classified 10 types of educational games as lecture, individual, train, discussion, collaboration,
self-study, problem-solving, project and simulation according to instruction-learning styles.
Table 2.3 Classifications of the genre of games appropriate for 10 types of instruction-learning types(Yun, 2001).
Types of
InstructionLearning

LectureGenre ofgame
Action/ArcadeAdventure
Board/
PuzzleRoleplaying
Simulation/
Strategy○

IndividualizedTraining

Discuss
ion

○

○
○
○

○

CollaborationSelfstudy

Exploration

Problem

○

○

○
○

○
○

solving

Project

Simulat
ion

○
○

○
○

○
○

In action/arcade game, players are expected to reach a goal with a simple key control. Once themission is completed, players are able to challenge the next level. With a simple game scenario and fast speed,
action/arcade can be appropriate for a train type of learning that is oriented to learn skills and concepts. In
adventure game, players are required to follow a certain plot of game and encounter and cope with events.
Finally, players are heading toward a final destination solving problems faced with. Adventure game takes
amount of time to complete it and learners are also expected to be patient during game. Adventure game can beproper for individualized learning and training learning. Since board and puzzle game requires for learners highlevel of cognitive capacity and involvement, they can be appropriate for time-intensive learning such as lectureoriented or training learning. In role-playing game, players play a character with certain role in a game and raise
their character. Discourse and interactions are requisite for playing this type of game. Therefore, role-play gamecan be suitable for discussion, collaboration, exploration, problem-solving and project learning. In
simulation/strategy game, scientific or realistic data can be experimentally manipulated and represented withsingularity and variation according to players. Since these types of games are characterized by verisimilitude
and dynamics of real life, they are adequate for self-study, exploration, problem-solving and simulation learning(Yun, 2001).

There is educationally appropriate game genre according to instruction-learning types. With
the proper applications of types of games, educational effects can be enhanced. This study aims todevelop a prototype of math mobile learning contents that encompasses lots of abstract ideas andformula to be memorized by learners. In pursuit of the aim, lectures and trainings were provided andlearners’ self-study was recommended. Board/Puzzle game can be regarded as appropriate for thistype of instruction-learning style [refer to Table 2.3]. In this study, board/puzzle game was utilized asa suitable genre of game for math learning.
3. Method
3.1 Participants
20 participants who are all first-grade students carrying their own smartphones in S middle school
located in Seoul are sampled for the pilot test.

3.2 Procedure
In order to develop a prototype of math mobile game based on ARCS mode, five steps are enlisted
below. First, an analysis of learners and math textbooks was conducted. And then, based on the previous
analysis, math learning contents were selected for the pilot test. Second, a math learning course that is applied toa mobile setting was designed. Third, specific ARCS motivation strategies were designed for the math mobile
game. Fourth, math mobile-game contents were developed on the basis of motivation strategies and learning
course previously established. Fifth, a pilot test was conducted to test a prototype.
Table 2.4 Five developmental phases of a prototype of a math mobile gamePhase
1

Analysis2

Details
Analysis of learners and math textbooks and selection of math learning contents.
Designing math learning course that is applied to a mobile setting was designed

Design3

Designing specific ARCS motivation strategies for the math mobile game

4

Development

5

Pilot test

Developing math mobile-game contents on the basis of previous motivation strategies andlearning course.
Conducting a pilot test for a prototype

4. Material
Prototype of math mobile game learning based on ARCE model
4.1 Analysis of learners & learning contents
This pilot study targeted first-grade middle school students and the learning contents of the pilot test
were composed based on the official middle school curriculum at first grade level. Specifically, the learning
contents of the prototype were about ‘set operation’ which is a part of ‘unit no.1; set & operation’ under the‘chapter. I; set & natural number’ in textbook.

4.2 A learning flow chart of learning process of the prototype
Initial menus including ‘School Information’, ’School Life’, ‘Learning Shop’ and ‘Bulletin Board’
are exhibited on the first page. Once a learner clicks on a ‘Learning Shop’ button, a ‘Login’ page will pop up.
With a learner logged in, a ‘Grade Selection’ page, which includes separate links to each grade level in middle
school, is displayed. If a leaner choose a first grade level, ‘Semester Selection’ tab is shown in a sequence.
Subjects in the first semester for the first grade students are listed. Leaners are able to select ‘Math’ among themand then proceed into a ‘Chapter Selection’ phase followed by ‘Lesson Selection’. Through the process, Mathleaners are expected to choose the first chapter called ‘set & natural number’ and then go into the respective unit.
Once ‘set’ unit chosen, a following menu page pops up with options of ‘Concept Acquisitions’, ‘Cross-word
Puzzle’, ‘OX quizzes’ and ‘Help’. A system was manipulated in a way that, after a leaner passed ‘Concept
Acquisitions’, he/she can challenge ‘Cross-word Puzzle’ and then go into ‘OX quizzes’ corner.
Learners are expected to learn basic concepts of units through the ‘Concept Acquisitions’ phase. As
soon as learners mastered all basics in every unit, they can jump into the ‘Cross-word Puzzle’ section whose
problems are reflections and reviews of previous learning contents. After finishing the ‘Cross-word Puzzle’, alearner’s rank is recorded and the program is terminated. Contents that learners have learnt previously can bereviewed through the ‘OX Quizzes’ step. Once ‘OX Quizzes’ is completed, a learner’s score is ranked andstored in the program repeatedly [Figure 4.1].

Figure. 4.1. A learning flow chart of math mobile game learning4.3 ARCS motivation strategies applied to a prototype
Table.4.1 ARCS motivation strategies applied to a prototype
Phase

Login &
Learning
Status
Intro
ducti
on
Learning

ARCS model

areas

Learning Motivation Strategies

A1
A2

Blinking when new post is registered in Learning Q&A section.
Teachers and Students exchange questions, answers and feedbacks throughLearning Q&A section.

R1
R2

Learners’ learning goals and learning statues are informed.
Learning incentive points are given.

S2

Deposited points can be used to decorate learners’ avatars.

A1
A1

Sound effects when selecting a menu button.
A unit that learners should study through ‘Concept Acquisition’ is blinking.

R1,C1

Learning goals of each individual unit are displayed.

C2
C3
C3
C3
A1
A2
A3
A3
A3
R1

Dev
elop
ment

Main
Learning(Concept
Acquisitio
ns)

R2
R3
R3
C2
C2
C3
S1
S2
S2
S3
A1
A2
R1
R2
R2

Wra
p up

Reviewing(Crossword
Puzzle)

R2
C1
C2
C3
C3
S1
S2
S3

With system control, learners are able to learn from easy to difficult level.
Learners have choice in the menu: grade, semester and subjects.
Learners can move back in the menu through ‘Back’ button
Learners have choice whether to learn back from the first level or continue thecurrent learning.
Audio-visual effects with false and true responses.
Learners’ active engagement and responses during the learning process.
Various types of quizzes and problems are shown under the same learning goal.
Each unit is composed briefly in order for learners to learning for about 10 minutes.
In the middle of learning, ‘Surprise quizzes’ pops up with audio-visual effects.
Utilizing a proper game(e.g., word quizzes, cross-out game) in accordance withlearning goals.
Feedbacks whether answers are true or false.
Audio-visual effects making use of figures and graphics.
In the first and last stage, real-world examples are used.
Problems and quizzes are displayed from easy to difficult level.
If all unit-level problems are solved, a locked ‘Cross-word Puzzle’ is activated.
After ‘Concept Acquisition’ is finished, the performance is evaluated. And then, alearner decides whether to continue learning or not.
A variety of exercises are provided for learners to increase chances of application oflearnt concepts.
Learning point incentives are provided when a correct answer is registered.
Learning point incentives are given as learners’ reviews repeat.
Types of game and quizzes are tailored to the learning goals.
Audio-visual effects with false or true responses.
Encouraging learners’ active responses with questions, answers and feedbacks.
The use of goal-oriented games.
Feedbacks provided in each exercise and problem.
Learners’ rank and top 100 rank scores are displayed in the first page of ‘Crossword Puzzles’.
With the number of left items and won scores displayed on the top of the page,learners are encouraged to be motivated.
With a ‘Help’ menu, tutorials and evaluating criteria of ‘Cross-word Puzzle’ gameare provided.
Once all quizzes in ‘Cross-word Puzzle’ are solved, ‘OX quiz’ is activated.
On the top of the page, ‘Pause’ button is available in order for learners to control
their pace of learning.
Learners can solve problems by pressing the empty part of a puzzle or blank.
Reviewing concepts learnt from ‘Concept Acquisition’ with ‘Cross-word Puzzle’.
Learning incentive points are given when learners answered correctly.
Organizing ‘Cross-word Puzzle’ in accordance with learning goals.

Eval
uatio
n

Formative
evaluation
(OX
quiz)

A1
A2

Audio-visual effects with false or true responses.
Encouraging learners’ active responses with questions, answers and feedbacks.

R1
R2
R2

The use of goal-oriented games.
Feedbacks provided in each exercise and problem.
Learners’ rank and top 100 rank scores are displayed in the first page of ‘Crossword Puzzles’.
With the number of left items and won scores displayed on the top of the page,learners are encouraged to be academically motivated.
With a ‘Help’ menu, tutorials and evaluating criteria of ‘OX quiz’ game areprovided.
Once all quizzes in ‘Cross-word Puzzle’ are solved, ‘OX quiz’ is activated.
Contents learnt from ‘Concept Acquisition’ and ‘Cross-word Puzzle’ are reviewed
through the ‘OX quiz’.
Learning point incentives are provided when a correct answer is registered.
Organizing ‘OX quiz’ in accordance with learning goals.

R2
C1
C2
S1
S2
S3

4.4 A prototype development of a math mobile game based on ARCS model
Table.4.2 A prototype development of a math mobile game based on ARCS model
PhasesLogin &
Learning
StatusIntroductionLearning

Prototype display

Devel
opme
nt

Main
Learning(Concept
Acquisitio
ns)

Wrap
-up

Review(Crossword
Puzzle)

Evalu
ation

Formative
evaluation(OX quiz)5. Measure
5.1 Instrument
The effects of a prototype of math mobile learning were evaluated based on learners’ motivation
response consisting of 36 items rooted in Keller(1993)`s IMMS(Instructional Materials Motivation Survey) with
Cronbach α .97(Keller, 2001).
5.2 Data Analyses
For survey responses, a 5 point-Likert scale was adopted. A reverse coding was processed with item
number 3, 7, 12, 15, 19, 22, 26, 29, 31. A descriptive statistics was analyzed with statistical software SPSS 12.0.

6. Result
As a result of survey and analyzing IMMS questionnaire, all the scores of sub-factors of ARCS model
are significantly above the average 3,specifically, with 3.78 in attention, 3.69 in relevance, 3.92 in confidence
and 3.81 in satisfaction[Table 6.1].
Table 6.1 Development of math mobile game based on ARCS model
Categories

Sample (N)Items

The average of motivation response

Attention20

12 items

M=3.78, SD=±.82

Relevance

20

9 items

M=3.69, SD=±.79

Confidence20

9 items

M=3.92, SD=±.82

Satisfaction20

6 items

M=3.81, SD=±.86

7. Discussion
M-learning, the fastest growing educational paradigm, is characterized by learning that can take place
anywhere and anytime. In this study, considering the difficulties regulating learners by instructors in m-learning
environment, strategies for increasing learners’ motivation were drawn based on ARCS model and subsequently
applied to math mobile game. 20 first-grade middle school students located in Seoul were participants to test the
prototype with Keller’s Instructional Materials Motivation Survey. The pilot test indicated that the prototype
was effective. As a consequence, a math mobile game based on ARCS model was proven to be successful forenhancing learners’ motivation during m-learning.
This study concluded with limitations and suggestions for follow-up studies in the future. First,
participants might not randomly be assigned mainly because a small number of students have smartphones.
Second, novelty effect might affect the result since the pilot test was conducted only after 1 unit of lesson with anarrowed scope of contents. Follow-up studies should be conducted with a more broad range of contents andcourse duration.

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