ABSTRACT
Student engagement remains a persistent challenge in radiologic technology (RT) education, particularly as digital technologies increasingly compete for learners' attention outside formal instruction. Gamification, the integration of game design elements into non-game contexts such as instruction, has emerged as a promising strategy for sustaining motivation, yet its influence on the specific motivational constructs of Attention, Relevance, Confidence, and Satisfaction (ARCS) among RT students remains underexamined, particularly within Philippine higher education institutions. This study employed a descriptive research design combining qualitative and quantitative data to describe the role of gamification in RT education at the College of Our Lady of Mercy of Pulilan Foundation, Inc. A 20-item survey combining Likert-scale and open- and closed-ended questions was administered to 89 respondents selected through stratified random sampling from the BSRT population, covering four variables: Demographic Information, Motivation and Relatedness, Effects on Learning, and Significance and Application. Results showed a consistently positive relationship between gamification and the ARCS constructs, with highest-frequency responses ranging from 49 to 57 and highest percentages ranging from 55% to 64% for motivation and relatedness items, and comparably high “Agree” ratings across attention, relevance, confidence, and satisfaction items. Respondents most frequently used Quizlet (29%), Quizizz (27%), Kahoot (16%), and Gizmo (9%) for gamified learning, with the remaining 19% distributed across other tools such as Anki and Duolingo. These findings imply that embedding ARCS-aligned gamification techniques into RT curricula can meaningfully strengthen student motivation, engagement, and learning satisfaction, offering RT programs an evidence-based rationale for wider adoption of gamified instructional strategies.
KEYWORDS
Gamification, Game-based Learning, ARCS Model, Radiologic Technology Education, Student Motivation, Student Engagement
CITATION
Lopez, C. J. C., Acuña, S. L. M., Crisostomo, F. I. B., Cruz, C. F., Dela Cruz, M. D., Domingo, M. R., Gabriel, A. J. I., & Javier, R. V. (2026). Gamification and the arcs model constructs: Enhancing motivation and learning satisfaction in radiologic technology education. GET International Research Journal, 4(3), 82–92. https://doi.org/10.5281/zenodo.22052894
https://doi.org/10.5281/zenodo.22052894
