Emerging Technology-Based Motivational Strategies: A Systematic Review with Meta-Analysis
To contribute to the design of better teaching strategies mediated by emerging technologies, the aim of this systematic review and meta-analysis was to estimate the effect sizes of the attention, relevance, confidence, and satisfaction (ARCS) motivational model with technologies such as AI and XR re...
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MDPI AG
2025-02-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/2/197 |
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| author | Jhon Alé María Luisa Arancibia |
| author_facet | Jhon Alé María Luisa Arancibia |
| author_sort | Jhon Alé |
| collection | DOAJ |
| description | To contribute to the design of better teaching strategies mediated by emerging technologies, the aim of this systematic review and meta-analysis was to estimate the effect sizes of the attention, relevance, confidence, and satisfaction (ARCS) motivational model with technologies such as AI and XR regarding academic performance and student motivation. From a sample of 2656 studies obtained from WoS, Scopus, ERIC, and APAPsycNet, 32 primary studies with quasi-experimental designs were selected, where the ARCS model and some types of emerging technology were used. To estimate the possible risks of bias and overestimation, preliminary tests with funnel plots were used. The effect sizes were calculated with Cohen’s d using random-effects models. Moderations were also examined using fixed-effects models and heterogeneity tests. The results showed a moderate effect on academic performance (ES: 0.596, 95% CI: 0.443–0.748) and a strong effect on motivation (ES: 0.886, 95% CI: 0.640–1.133), both with low bias. According to the moderator analysis on academic performance, no significant differences were found between face-to-face and virtual teaching. Furthermore, the greatest effects on academic performance were observed when using AI and XR in subjects like the natural sciences and arts and when combining the motivational model with strategies such as gamification and project-based learning. Finally, gamification and game-based learning proved to be an effective strategy to increase motivation. |
| format | Article |
| id | doaj-art-747a687fdf604e5da0e1898d6a02f017 |
| institution | DOAJ |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-02-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-747a687fdf604e5da0e1898d6a02f0172025-08-20T02:44:38ZengMDPI AGEducation Sciences2227-71022025-02-0115219710.3390/educsci15020197Emerging Technology-Based Motivational Strategies: A Systematic Review with Meta-AnalysisJhon Alé0María Luisa Arancibia1Doctor of Education Program, Faculty of Social Sciences, University of Chile, Santiago 7800284, ChileCenter for Advanced Research in Education, Institute of Education, University of Chile, Santiago 8330014, ChileTo contribute to the design of better teaching strategies mediated by emerging technologies, the aim of this systematic review and meta-analysis was to estimate the effect sizes of the attention, relevance, confidence, and satisfaction (ARCS) motivational model with technologies such as AI and XR regarding academic performance and student motivation. From a sample of 2656 studies obtained from WoS, Scopus, ERIC, and APAPsycNet, 32 primary studies with quasi-experimental designs were selected, where the ARCS model and some types of emerging technology were used. To estimate the possible risks of bias and overestimation, preliminary tests with funnel plots were used. The effect sizes were calculated with Cohen’s d using random-effects models. Moderations were also examined using fixed-effects models and heterogeneity tests. The results showed a moderate effect on academic performance (ES: 0.596, 95% CI: 0.443–0.748) and a strong effect on motivation (ES: 0.886, 95% CI: 0.640–1.133), both with low bias. According to the moderator analysis on academic performance, no significant differences were found between face-to-face and virtual teaching. Furthermore, the greatest effects on academic performance were observed when using AI and XR in subjects like the natural sciences and arts and when combining the motivational model with strategies such as gamification and project-based learning. Finally, gamification and game-based learning proved to be an effective strategy to increase motivation.https://www.mdpi.com/2227-7102/15/2/197student motivationacademic performanceartificial intelligenceaugmented realityvirtual reality |
| spellingShingle | Jhon Alé María Luisa Arancibia Emerging Technology-Based Motivational Strategies: A Systematic Review with Meta-Analysis Education Sciences student motivation academic performance artificial intelligence augmented reality virtual reality |
| title | Emerging Technology-Based Motivational Strategies: A Systematic Review with Meta-Analysis |
| title_full | Emerging Technology-Based Motivational Strategies: A Systematic Review with Meta-Analysis |
| title_fullStr | Emerging Technology-Based Motivational Strategies: A Systematic Review with Meta-Analysis |
| title_full_unstemmed | Emerging Technology-Based Motivational Strategies: A Systematic Review with Meta-Analysis |
| title_short | Emerging Technology-Based Motivational Strategies: A Systematic Review with Meta-Analysis |
| title_sort | emerging technology based motivational strategies a systematic review with meta analysis |
| topic | student motivation academic performance artificial intelligence augmented reality virtual reality |
| url | https://www.mdpi.com/2227-7102/15/2/197 |
| work_keys_str_mv | AT jhonale emergingtechnologybasedmotivationalstrategiesasystematicreviewwithmetaanalysis AT marialuisaarancibia emergingtechnologybasedmotivationalstrategiesasystematicreviewwithmetaanalysis |