Motivational Experiences Of Student-Athletes In Gamified Vocabulary Learning Through Wayground: A Qualitative Study Based On Keller’s Arcs Model

Abstract

This qualitative case study explored Form 1 student-athletes’ motivational experiences in vocabulary learning through Wayground based on Keller’s ARCS model (Attention, Relevance, Confidence, and Satisfaction). The study also identified aspects of Wayground-based vocabulary learning that supported or hindered their motivation in a Malaysian sports school. Twenty Form 1 student-athletes participated in four Wayground-based vocabulary sessions, and six students were purposively selected for two focus group discussions. Data were collected through observation field notes, exit tickets, and focus group discussions and analysed using a predominantly deductive thematic analysis guided by Keller’s ARCS model. The findings indicated that students generally perceived Wayground as a motivating digital learning platform. Features such as competition, immediate feedback, visuals, creative activities, contextualised vocabulary tasks, and peer collaboration supported students’ attention, relevance, confidence, and satisfaction. However, some students also reported challenges, including repetitive activity formats, time limits, difficult task types, and technical issues, which reduced their sustained engagement and confidence. The findings highlight the importance of designing learner-centred, varied, and contextually relevant gamified vocabulary-learning activities that meet the learning needs of student-athletes. The study provides practical implications for ESL educators  to integrate gamified platforms to support students’ motivation in vocabulary learning. It also offers context-specific insight into how the motivational value of gamified features may vary across ARCS dimensions within the student-athlete learning context.