Ai Video as a Medium of History Learning in Enhancing Form Four Students' Interest

HRMARS - 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videos are effective in enhancing students' interest in History across different academic streams by presenting historical content in a contextual and relevant manner.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.