A gamification framework to enhance students’ intrinsic motivation on MOOC

Technological development supports the distribution of education to various parts of the world through online education. One of the learning media that supports the distribution of learning is the Massive Open Online Course (MOOC). However, MOOC has a low number of students who complete the course. Therefore, this research proposes a "gamification framework" through studies and various approaches in the field of games, intrinsic motivation elements, social learning, and interactive learning environments to overcome the low motivation of students. The proposed framework has been evaluated through validation by experts. The results found that the framework fulfilled the rules and suitability of the instruments and game elements used to increase the intrinsic motivation of students in online learning. Although there are some changes in the function and type of game elements used. For further research, the framework will be used as a guideline to build the Gamified MOOC Platform

Platform Gamifikasi untuk Perkuliahan

Gamification in lecturing has a lot of variety designs. A flexible platform is needed for that matter. This research aims to develop a gamification platform for lecturing that flexible, has a good performance and acceptable by users.Generic Gamification Platform (GGP) concept is used to develop platform. GGP is a kind of gamification solution that applies service oriented architecture Architecture (SOA) principles and puts gamification components (data, logic and rewards) and Information System (IS) separately. The platform has some capabilities such as able to manage game mechanics, actions, tasks and rules. The other platform capabilities are able to auto generate rules and to be integrated to IS.The results of tests show that a gamification platform for lecturing can be developed. The platform has a good level of flexibility, has a good performance, and acceptable by users (5 lecturers and 2 non-lecturers but well knowing on lecturing activities). Its flexibility level is 85%. Its average of response time on event execution is lower than 336ms. Its System Usability Scale (SUS) average score is 60 and its acceptability range in low marginal

An Evaluation of Positive and Negative Aspects of Educational Games: A Case Study in Erbil Brayaty Primary School

In the educational processes, games are generally handled with their positive aspects. Particular attention has been given to games in the literature, especially because of their motivating and instructive aspects to students. However, in this study, attention was drawn to some negative aspects of games along with their positive aspects. The positive and negative aspects of the games were discussed together with 2 games applied to primary school 5th grade students. The instructive aspect of the games has been revealed by the tests and evaluations. On the other hand, its negative aspects were determined by the observations made in the game and the thoughts of the teacher

Adaptive Gamification for Learning Environments

(Scimago Q1, ATIEF A+)International audienceIn spite of their effectiveness, learning environments often fail to engage users and end up under-used. Many studies show that gamification of learning environments can enhance learners' motivation to use learning environments. However, learners react differently to specific game mechanics and little is known about how to adapt gaming features to learners' profiles. In this paper, we propose a process for adapting gaming features based on a player model. This model is inspired from existing player typologies and types of gamification elements. Our approach is implemented in a learning environment with five different gaming features, and evaluated with 266 participants. The main results of this study show that, amongst the most engaged learners (i.e. learners who use the environment the longest), those with adapted gaming features spend significantly more time in the learning environment. Furthermore, learners with features that are not adapted have a higher level of amotivation. These results support the relevance of adapting gaming features to enhance learners' engagement, and provide cues on means to implement adaptation mechanisms

Factors to Consider for Tailored Gamification

International audienceGamification is widely used to foster user motivation. Recent studies show that users can be more or less receptive to different game elements, based on their personality or player profile. Consequently, recent work on tailored gamification tries to identify links between user types and motivating game elements. However findings are very heterogeneous due to different contexts, different typologies to characterize users, and different implementations of game elements. Our work seeks to obtain more generalizable findings in order to identify the main factors that will support design choices when tailoring gamification to users' profiles and provide designers with concrete recommendations for designing tailored gamification systems. For this purpose, we ran a crowdsourced study with 300 participants to identify the motivational impact of game elements. Our study differs from previous work in three ways: first, it is independent from a specific user activity and domain; second, it considers three user typologies; and third, it clearly distinguishes motivational strategies and their implementation using multiple different game elements. Our results reveal that (1) different implementations of a same motivational strategy have different impacts on motivation, (2) dominant user type is not sufficient to differentiate users according to their preferences for game elements, (3) Hexad is the most appropriate user typology for tailored gamification and (4) the motiva-tional impact of certain game elements varies with the user activity or the domain of gamified systems

The Impact of Gamification on Second-Language Learning

Background: The Technology-Enhanced Training Effectiveness Model (TETEM) has been used to assess the effectiveness of various technology driven solutions in improving students’ learning outcomes in multiple academic fields. However, limited research is available on the use of TETEM in the context of second language learning. Using a modified TETEM, this study seeks first, to assess the direct effects of student’s attitude, and experience with video-gaming on student’s achievement and second, to evaluate the effects of student’s attitude and experience that are mediated by student’s motivation. Methods: This study was conducted among preparatory year students at Al-Jouf University, Saudi Arabia. In a simple random sampling, students were assigned to the technology-enhanced group (Duolingo® group) or the control group. We started with confirmatory factor analysis to establish homogenous latent variables, and subsequently used structural equation models to evaluate the presence of direct and mediated effects. Results: The technology-enhanced group performed better in reading, grammar, and vocabulary, while the control group showed more participation and timely completion of assignments. Positive attitude towards video gaming had both a direct and mediating positive correlation with student achievement. Additionally, motivation towards ESL learning was independently and positively correlated with student achievement. Conclusion: Technology enhancement improves students’ performance for ESL, however, adequate integration of technology in the course curricula is needed to minimize interference with class participation. Positive attitude towards video games and motivation towards ESL learning are positive predictors of student achievement, while experience with video games has no significant effect

Convergence of Gamification and Machine Learning: A Systematic Literature Review

Recent developments in human–computer interaction technologies raised the attention towards gamification techniques, that can be defined as using game elements in a non-gaming context. Furthermore, advancement in machine learning (ML) methods and its potential to enhance other technologies, resulted in the inception of a new era where ML and gamification are combined. This new direction thrilled us to conduct a systematic literature review in order to investigate the current literature in the field, to explore the convergence of these two technologies, highlighting their influence on one another, and the reported benefits and challenges. The results of the study reflect the various usage of this confluence, mainly in, learning and educational activities, personalizing gamification to the users, behavioral change efforts, adapting the gamification context and optimizing the gamification tasks. Adding to that, data collection for machine learning by gamification technology and teaching machine learning with the help of gamification were identified. Finally, we point out their benefits and challenges towards streamlining future research endeavors.publishedVersio

The effects of personalized gamification on students’ flow experience, motivation, and enjoyment

Gamification refers to the attempt to transform different kinds of systems to be able to better invoke positive experiences such as the flow state. However, the ability of such intervention to invoke flow state is commonly believed to depend on several moderating factors including the user’s traits. Currently, there is a dearth of research on the effect of user traits on the results of gamification. Gamer types (personality traits related to gaming styles and preferences) are considered some of the most relevant factors affecting the individual’s susceptibility to gamification. Therefore, in this study we investigate how gamer types from the BrainHex taxonomy (achiever, conqueror, daredevil, mastermind, seeker, socializer and survivor) moderate the effects of personalized/non-personalized gamification on users’ flow experience (challenge-skill balance, merging of action and awareness, clear goals, feedback, concentration, control, loss of self-consciousness and autotelic experience), enjoyment, perception of gamification and motivation. We conducted a mixed factorial within-subject experiment involving 121 elementary school students comparing a personalized version against a non-personalized version of a gamified education system. There were no main effects between personalization and students’ flow experience, perception of gamification and motivation, and enjoyment. Our results also indicate patterns of characteristics that can lead students to the high flow experience (e.g., those who prefer to play multiplayer have a high flow experience in both personalized and non-personalized versions). Based on our results, we provided recommendations to advance the design of gamifed educational systems.publishedVersionPeer reviewe

SEGMENTATION INFORMS THE GAMIFICATION OF SUSTAINABLE FOOD CONSUMPTION

Food systems activities produce around 30% of global anthropogenic greenhouse gas (GHG) emissions and are responsible for numerous environmental issues which could ultimately harm our ability to grow food reliably. One way to reduce the food system’s impacts is to transition to a more sustainable diet composed of low impact foods. The objective of this study is to identify consumers demonstrating an intention to consume sustainably produced foods, and to identify their characteristics to inform the design of targeted gamified interventions that would promote sustainable food purchasing. A survey incorporating variables from the theory of planned behaviour (e.g. attitude), socio-demographic information (e.g. age), gamification profiling variables (e.g. player typology), as well as preferred mobile applications, was developed in this study and distributed via a market survey company. Statistical analysis in the form of hierarchical clustering was used to segment and identify target markets, while contingency analysis assessed the most effective means of promoting sustainable diets. A total of four hundred and ninety surveys were distributed and three hundred and seventy-six of them were validated because they agreed to participate, were not detected as potential AI powered responses, and their responses from the theory of planned behaviour were completed. Linear regression was used to assess the significance of all variables on the intent to consume a sustainable diet. Cluster analysis identified 3 potential target segments, and contingency analysis was used to detect their unique features. Two consumer segments were identified as having high potential as a target market. Individuals in this market intended to consume a sustainable diet but lacked follow through. Strong evidence towards the effectiveness of gamification of interventions was not observed due to low and medium frequency in gaming behaviours for the two target segments. Interventions distributed through mobile applications would be most effective if they were delivered through social media and included game design elements associated with Philanthropist and Free Spirit user types. The survey was confined to Ontario, therefore it may not be generalizable to other regions. Nevertheless, this study is unique in its assessment of the profiles of consumers with high intention to purchase sustainably sourced foods through a combination of the theory of planned behaviour, socio-demographic factors, gamification player types and game behaviours, as well as preferred mobile application usage

Motivation for Learning: Adaptive Gamification for Web-based Learning Environments

International audienceMany learning environments are deserted by the learners, even if they are effective in supporting learning. Gamification is becoming a popular way to motivate users and enhance their participation on web-based activities, by adding game elements to the learning environment. But it still pays little attention to the individual differences among learners' preferences as players. This paper presents a generic and adaptive gamification system that can be plugged on various learning environments. This system can be automatically personalised, based on an analysis of the interaction traces. We first present the architecture of the proposed system to support the genericity of the game elements. Then, we describe the user model supporting the adaptivity of the game elements