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The lack of interactive learning resources in English teaching leads to low student learning motivation. This research aims to propose the DGBL model and design elements to increase student learning motivation in English listening skills. This research used descriptive research methods. Data were collected by interviews, observations, and 3 questionnaires relating to course interest, instructional material motivation, and mobile learning readiness. The result of this study is DGBL model and design elements developed based on ARCS motivational design that has 2 main stage. The first stage is Motivational Processing including dimension of Attention, Relevance, and Confidence. The second stage is Information Processing including the dimension of Satisfaction. The DGBL design elements consists of four elements integrated with the DGBL model: 1) interaction element to gain attention in the form of questions, 2) content element to build relevance in the form of monologues and dialogues that are relevant to students, 3) level element to build confidence in the form of various sets of questions with various levels of difficulty, and 4) objective element to build satisfaction in the form of minimum required score, mission and leaderboard.

Digital Game-Based Larning Model and Design Elements to Increase Student Learning Motivation in English Listening Skills