History is often perceived as a memorisation-oriented subject and less engaging, resulting in relatively low student interest. This study aims to examine the level of Form Four students' interest in learning History through the use of artificial intelligence (AI)-based videos, guided by the ARCS Motivational Model (Attention, Relevance, Confidence, and Satisfaction). A quantitative survey design was employed, involving 53 Form Four students from the Hulu Langat district, Selangor. The research instrument was a questionnaire adapted from the Instructional Materials Motivation Survey (IMMS), which was validated by experts and demonstrated high reliability with a Cronbach's alpha value of 0.92. Data were analysed using descriptive statistics to determine the mean and standard deviation for each ARCS construct. The findings revealed that students' overall interest in learning History through AI-based videos was at a high level, with an overall mean score of M = 4.07 (SD = 0.83). The relevance construct recorded the highest mean (M = 4.19), followed by attention (M = 4.04), confidence (M = 4.04), and satisfaction (M = 4.02). Independent samples t-test analysis indicated a significant difference in students' interest based on gender, t(51) = -2.01, p < 0.05, with female students demonstrating higher interest than male students. Conversely, no significant difference was found based on academic stream (Science versus Arts/Humanities), t(51) = -0.01, p > 0.05. These findings suggest that AI-based videos are effective in enhancing students' interest in History across different academic streams by presenting historical content in a contextual and relevant manner. However, the relatively lower satisfaction level and gender-based differences highlight the need for further pedagogical refinement in AI video design. This study contributes empirical evidence on the potential of AI technology in History education and offers practical implications for teachers and policymakers in designing more effective instructional strategies.
Asmi, A. F., Mohd Ayub, A. F., & Mahat, J. (2024). Minat murid Tingkatan terhadap mata pelajaran Sejarah: Satu tinjauan di sekolah menengah. Jurnal Penyelidikan Dedikasi, 22(1), 126–142.
Bond, M., Khosravi, H., De Laat, M., Bergdahl, N., Negrea, V., Oxley, E., Pham, P., Chong, S. W., & Siemens, G. (2024). A meta systematic review of artificial intelligence in higher education: A call for increased transparency. International Journal of Educational Technology in Higher Education, 21, 4. https://doi.org/10.1186/s41239-023-00436-z
Cairns, R., & Garrard, K. A. (2024). “Learning from history is something that is important for the future”: Why Australian students think history matters. Policy Futures in Education, 22(3), 369–382. https://doi.org/10.1177/14782103231177615
Çeken, B., & Ta?k?n, N. (2022). Multimedia learning principles in different learning environments: A systematic review. Smart Learning Environments, 9, 19. https://doi.org/10.1186/s40561-022-00200-2
Chaudhary, J., Parmar, N., & Mehta, D. A. (2024). Artificial intelligence and expert systems. International Journal of Advanced Research in Science, Communication and Technology. https://doi.org/10.48175/ijarsct-15988
Chua, Y. P. (2011). Kaedah dan statistik penyelidikan: Kaedah penyelidikan (2nd ed.). McGraw-Hill Education.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Fang, X., Ng, D. T. K., Leung, J. K. L., & Xu, H. (2024). The applications of the ARCS model in instructional design, theoretical framework, and measurement tool: A systematic review of empirical studies. Interactive Learning Environments, 32(10), 5919–5946. https://doi.org/10.1080/10494820.2023.2240867
Fareed, M. W., Bou Nassif, A., & Nofal, E. (2024). Exploring the potentials of artificial intelligence image generators for educating the history of architecture. Heritage, 7(3), 1727–1753. https://doi.org/10.3390/heritage7030081
Gómez Carrasco, C. J., Rodríguez-Medina, J., Miralles-Martínez, P., & López-Facal, R. (2021). Motivation and perceived learning of secondary education history students: Analysis of a programme on initial teacher training. Frontiers in Psychology, 12, 661780. https://doi.org/10.3389/fpsyg.2021.661780
Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2–10. https://doi.org/10.1007/BF02905780
Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. Springer.
Kementerian Ekonomi Malaysia. (2025). Rancangan Malaysia ketiga belas (RMK13): Buku utama. Kementerian Ekonomi Malaysia.
Kementerian Pendidikan Malaysia. (2013). Pelan pembangunan pendidikan Malaysia 2013–2025 (Pendidikan prasekolah hingga lepas menengah). Kementerian Pendidikan Malaysia.
Kiamsin, L., & Talin, R. (2018). Kaedah pengajaran Sejarah yang diminati pelajar dan justifikasinya. Malaysian Journal of Social Sciences and Humanities, 3(2), 137–145. https://doi.org/10.47405/mjssh.v3i2.92
Li, K., & Keller, J. M. (2018). Use of the ARCS model in education: A literature review. Computers & Education, 122, 54–62. https://doi.org/10.1016/j.compedu.2018.03.019
Loorbach, N., Peters, O., Karreman, J., & Steehouder, M. (2015). Validation of the Instructional Materials Motivation Survey (IMMS) in a self-directed instructional setting aimed at working with technology. British Journal of Educational Technology, 46(1), 204–218. https://doi.org/10.1111/bjet.12138
López-García, A., Maquilón-Sánchez, J. J., & Miralles-Sánchez, P. (2024). Perception versus historical knowledge in baccalaureate: A comparative study mediated by augmented reality and historical thinking. Applied Sciences, 14(9), 3910. https://doi.org/10.3390/app14093910
Malysheva, O., Tokareva, E., Orchakova, L., & Smirnova, Y. (2022). The effect of online learning in modern history education. Heliyon, 8(7), e09965. https://doi.org/10.1016/j.heliyon.2022.e09965
Mat Lui, M. Z., & Ahmad, A. (2021). Minat murid terhadap gaya, kaedah pengajaran dan pembelajaran guru dalam pendidikan Sejarah. Malaysian Journal of Social Sciences and Humanities, 6(2), 211–221. https://doi.org/10.47405/mjssh.v6i2.676
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
Mayer, R. E., & Fiorella, L. (Eds.). (2022). The Cambridge handbook of multimedia learning (3rd ed.). Cambridge University Press.
Mei, Q., Chan, N. N., Gill, R. S., Subramaniam, N., Motevalli, S., & Ang, C.-S. (2025). Impact of attention, relevance, confidence, satisfaction (ARCS) model on teaching effectiveness in higher education: A systematic review. Discover Education, 4, 252. https://doi.org/10.1007/s44217-025-00674-5
Morgan, O. (2023). Whose story should we be telling? An exploration of student attitudes towards, and perceptions of, the British history curriculum. History Education Research Journal, 20(1). https://doi.org/10.14324/HERJ.20.1.01
Muhammad Nafiz Muhadely, Ahmad Fuad Mohamad Amin, Nur Syuhada Mohd Surahbil, & Nurqaisara Acme Mohd Zulfikar. (2025). Aplikasi artificial intelligence (AI) dan cabarannya terhadap Generasi Z pintar berbakat dalam menghayati subjek Sejarah: Satu kajian kes. Jawhar: Jurnal Kajian Ketamadunan, 21, 63–82.
Nasaruddin, N. I. S., Mohd Rum, S. F., & Mohd Tamizi, M. I. I. (2024). Evaluating learning engagement in MyPerjuangan game-based learning using e-Game Flow: A case study of history education in Malaysia. Information Management and Business Review, 16(4(S)I), 17–26. https://doi.org/10.22610/imbr.v16i4(S)I.4272
Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., Del Pozo Cruz, B., & Lonsdale, C. (2021). Video improves learning in higher education: A systematic review. Review of Educational Research, 91(2), 204–236. https://doi.org/10.3102/0034654321990713
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). McGraw-Hill.
Nur Atiqah Ismady, Anuar Ahmad, & Norasmah Othman. (2024). Keberkesanan kaedah hafalan fakta dan pembentangan murid tahfiz terhadap pencapaian subjek Sejarah. Malaysian Journal of Social Sciences and Humanities, 9(1), e002650. https://doi.org/10.47405/mjssh.v9i1.2650
Pallant, J. (2020). SPSS survival manual (7th ed.). Routledge.
Pellas, N. (2025). The impact of AI-generated instructional videos on problem-based learning in science teacher education. Education Sciences, 15(1), 102. https://doi.org/10.3390/educsci15010102
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816
Suhaimi, H., Aziz, N. N., Mior Ibrahim, E. N., & Wan Mohd Isa, W. A. R. (2022). Technology acceptance in learning history subject using augmented reality towards smart mobile learning environment: Case in Malaysia. Journal of Automation, Mobile Robotics and Intelligent Systems, 16(2), 20–32. https://doi.org/10.14313/JAMRIS/2-2022/12
Yahaya, M. B., & Ahmad, A. B. (2025). The use of YouTube on students' interest and achievement in learning. International Journal of Academic Research in Business and Social Sciences, 15(7), 1–12. https://doi.org/10.6007/IJARBSS/v15-i7/25867
Yu, Z., & Deng, X. (2022). A meta-analysis of gender differences in e-learners' self-efficacy, satisfaction, motivation, attitude, and performance across the world. Frontiers in Psychology, 13, 897327. https://doi.org/10.3389/fpsyg.2022.897327
Zhai, X., Chu, X., Chai, C. S., Jong, M. S. Y., Istenic, A., Spector, M., Liu, J.-B., Yuan, J., & Li, Y. (2021). A review of artificial intelligence (AI) in education from 2010 to 2020. Complexity, 2021, 8812542. https://doi.org/10.1155/2021/8812542
Zhang, Y., Lucas, M., Bem-haja, P., & Pedro, L. (2024). The effect of student acceptance on learning outcomes: AI-generated short videos versus paper materials. Computers and Education: Artificial Intelligence, 5, 100286. https://doi.org/10.1016/j.caeai.2024.100286
Zhumbei, M., Khairulin, O., Buniak, N., Sapohov, M., & Parfilova, S. (2025). Enhancing the educational process through AI and gamified learning. Metaverse Basic and Applied Research, 4, 164. https://doi.org/10.56294/mr2025164
Sivalingam, A., & Rahim, S. A. (2026). Ai Video as a Medium of History Learning in Enhancing Form Four Students’ Interest. International Journal of Academic Research in Business and Social Sciences, 16(8), 224-248.
Copyright: © 2026 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
