## 4 Experimentation and Results
### Results Analysis and Discussion
#### 4.3.2 Learning Motivation  
The ARCS Model of Motivation is used as a questionnaire to analyze participants' motivation towards learning [68]. The ARCS model has four dimensions based on attention, relevance, confidence, and satisfaction. The ARCS model's attention aspect was to measure the participant's attention during different types of learning methods using different learning materials for the same syllabus. The relevance aspect of the model is to assess the relevance of the learning materials provided to them in different learning activities. The confidence hypothesis measures the confidence level of the students, while performing learning through different methods. Similarly, the hypothesis of satisfaction is the ARCS model of motivation measures the student's satisfaction during learning in different teaching and learning methods. In questionnaires, we use a five-point Likert scale for the ease of the students and precision: Value 1--strongly disagree, value 2--disagree, value 3--an undecided statement, value 4--agree, and value 5--strongly agree. On a Likert scale, a higher average value indicates a higher motivation towards the learning process. Questionnaires were conducted at the end of the learning activity in each group. Table 3 has a complete description of the dimensions used in the ARCS motivational model to evaluate motivation. Comparatively, Group-A has the highest average values for the ARCS model's relative attention, relevance, confidence, and satisfaction aspects. The statistical test result shows a significant difference between the motivations for learning in participants of different groups (\(p<0.05\)). \begin{table}
\begin{tabular}{c c c c c c} \hline \hline
**Variable** & **Group** & **Mean** & **Standard Deviation** & **F-Value** & \(p\)**-Value** \\ \hline \multirow{3}{*}{Attention} & Group-A & 4.38 & 0.62 & 146.43 & 1.03374 \(\times\) 10\({}^{-35}\) \\  & Group-B & 2.54 & 0.75 & & \\  & Group-C & 2.02 & 0.76 & & \\ \hline \multirow{3}{*}{Relevance} & Group-A & 4.36 & 0.65 & 216.20 & 1.65491 \(\times\) 10\({}^{-44}\) \\  & Group-B & 2.16 & 0.83 & & \\  & Group-C & 1.54 & 0.61 & & \\ \hline \multirow{3}{*}{Confidence} & Group-A & 4.24 & 0.73 & 119.33 & 1.62856 \(\times\) 10\({}^{-31}\) \\  & Group-B & 2.14 & 0.89 & & \\ \cline{1-1}  & Group-C & 2.04 & 0.74 & & \\ \hline \multirow{3}{*}{Satisfaction} & Group-A & 4.36 & 0.62 & 165.15 & 2.55212 \(\times\) 10\({}^{-38}\) \\ \cline{1-1}  & Group-B & 2.24 & 0.76 & & \\ \cline{1-1}  & Group-C & 1.88 & 0.79 & & \\ \hline \hline \end{tabular}
\end{table} 
Table 3: One-way ANOVA test results for different variables of the ARCS motivational model. The students of Group-A show great attention to learning during the activity. They really enjoy the virtual academic materials that emerge on their textbooks and table. The students enjoy and are amused by playing with the animals and other virtual models. While performing learning through the AR methods, the students start using applications by themselves and explore all the learning content developed within the applications. Students show a high rating of relevance hypothesis in the AR learning group because the AR applications provide relevant and significant information toward syllabus based on real world phenomena. Similarly, in the confidence context, Group-A participants are quite confident because the AR technology provides them support in integrating the real and virtual world. It helps to face the challenges, while understanding abstract concepts, such as studying the earth, observing wild animals, and learning numbers. Overall, the satisfaction level of Group-A participants is high with using advanced techniques of learning. Statistical data of the ARCS model of motivation shows that Group-B and Group-C participants show lower motivation and interest in learning. As in Group-B, the learning methods are based on watching videos and presentations presenting to them by a mentor. They cannot interact with the learning materials provided to them, which fails to gain the students' attention.