Enhancing reading comprehension in higher education through ARCS-guided gamified activities

This study developed the iRead game by integrating the ARCS model with seven game dimensions to support reading comprehension in higher education. Using a mixed-methods design with 80 university students, the study examined pre-post changes in reading comprehension, relationships between iRead game dimensions and ARCS motivational factors, and the extent to which these factors predicted reading performance. Results showed a significant improvement in reading comprehension from pre-test to post-test. Correlation analysis indicated strong associations between the seven game dimensions and the four ARCS components, and regression analysis identified attention, confidence, and satisfaction as significant predictors of reading performance, whereas relevance was not. Semi-structured interviews further revealed four themes: engaging and interactive learning design, perceived educational value and future utility, guided progression and feedback-driven learning, and interactive aesthetics and progress-tracking rewards. Overall, the findings provide context-specific evidence on how ARCS-aligned gamified design relates to motivation and short-term reading outcomes, offering practical implications for gamified reading design in higher education.