In a world that is growing more digital and networked, games, technology, and information and communication technologies have become more and more crucial to daily life. They have also significantly affected how individuals act and are motivated. The rapid expansion of these platforms has paved the possibility for transformative encounters by removing constraints and introducing novel modes of communication. The exciting intersection of games, technology, and information and communication technologies is explored in this thesis, along with how they could function as powerful motivators. As the lines between the virtual and the real continue to become more and more hazy in today's world, understanding how these mediums can motivate and inspire people has significant implications for fields as diverse as education, the workplace, and personal development.

The group of students of this research are in eighth grade who have access to technology in the institution and in their homes. However, there is an ongoing problem with student motivation, engagement, and academic success in high school education. Games, technology, and Information and Communication Technologies have developed as dynamic instruments with the ability to address this issue as the digital landscape changes. Although these mediums have the potential to improve motivation and learning, we still don't fully grasp how to incorporate and utilize them in high school settings. This problem statement emphasizes the need for further research into whether games, technology, and information and communication technologies can be effective sources of motivation for high school students as well as for the development of methods for utilizing their motivational potential.

Many high school classrooms still struggle to pique and maintain students' interest despite the availability of digital gadgets and the appeal of gaming and technology to teenagers. Traditional teaching strategies frequently fail to engage this generation, which has negative effects on their focus, academic performance, and level of engagement. It is possible to match learning experiences with students' interests, preferences, and technological fluency by integrating games, technology, and information and communication technologies into the learning environment. However, there is still a significant knowledge vacuum about how to efficiently design and apply these tools to maximize motivation and learning results while also addressing worries about misuse and distraction environment.