The relationship between screen size, personality type, and intrinsic motivation in IR 4.0 game-based learning for millennial students / Noor Fardela Zainal Abidin ... [et al.]

The growing popularity of video games has sparked interest among scholars to investigate various aspects of gaming, including player motivation. Well-designed game-based learning may enhance students' intrinsic motivation and thus improve their learning performance. However, the current design of game-based learning did not consider the relationship between screen size effect and personality traits, the knowledge that is essential to ensure implementations that will not disengage part of the students. While multiple screen sizes have been found to influence gamers' perspectives, few studies have explored the effects of screen size on player motivation. Additionally, as game-based learning gains traction to boost engagement and intrinsic motivation in the classroom, more research is needed to understand how personality types and screen sizes impact learner motivation. This innovation aims to address this gap by investigating the relationship between screen size, personality type, and intrinsic motivation in game-based learning for students. To study gaming behaviour and motivation, this innovation has employed an ethnographically informed methodology and a Simulated Gaming Environment (SGE), which serves as a natural setting for players. The data has been analyzed using both descriptive and inferential statistics, qualitative observational analysis using codes, and validated through stimulated recall interviews. The findings may have significant implications for educators and game developers seeking to optimize the design of game-based learning environments to enhance intrinsic motivation among students with different personality types.