ABSTRACT
In mathematics classroom activities, educators employ diverse instant response systems (IRSs) instructional strategies. This study employs a mixed-methods approach to investigate its effects on students' learning achievement, intrinsic motivation, and self-efficacy. The participating students were randomly assigned to two experimental groups and one control group for experimentation. The same teacher instructed the eighth-grade junior high school students. The study implemented tests before and after instructional experiments to collect relevant data needed for the research. Qualitative data was gathered through focus interviews. The results of the study indicate that: 1.Game-based IRS peer learning indeed enhances learners' learning achievement, intrinsic motivation, and group self-efficacy in mathematical courses.2. Game-based IRS system positively influences learning performance through self-efficacy and intrinsic motivation in peer learning contexts. 3.In the context of game-based IRS peer learning, self-efficacy indirectly influences the learning achievement of mathematical courses through intrinsic motivation. Game-based IRS indirectly influences learning achievement through intrinsic motivation. Game-based IRS indirectly affects intrinsic motivation through self-efficacy, all of which are partial mediation effects.4. In game-based IRS peer learning, the game-based IRS does not moderate the relationship between self-efficacy and intrinsic motivation. However, it does moderate the impact of self-efficacy on learning achievement. Game-based IRS does not moderate the relationship between intrinsic motivation and learning achievement.
Keywords： Instant response systems, Learning achievement, Intrinsic motivation, Self-efficacy, Peer learning, Game based learning