Persuasive Design in Teaching and Learning

The EuroPLOT project (2010-2013) has developed Persuasive Learning and Technologies (PLOTs) and has evaluated them in four real-world case studies, which cover the widely different teaching scenarios of university education, adult learning in industry, informal learning at a museum, literature studies, and language learning. At the International Workshop of EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013), the results of the project were presented, and an overview of related research was given. One of the main conclusions of EuroPLOT has been that the specific learning context has to be considered when applying persuasive designs. At IWEPLET 2013, both the theoretical background as well as evaluations of persuasive technology demonstrations were presented. This paper provides an overview of these presentations

Persuasive Technology for Learning in Business Context

"Persuasive Design is a relatively new concept which employs general principles of persuasion that can be implemented in persuasive technology. This concept has been introduced by BJ Fogg in 1998, who since then has further extended it to use computers for changing attitudes and behaviour. Such principles can be applied very well in learning and teaching: in traditional human-led learning, teachers always have employed persuasion as one of the elements of teaching. Persuasive technology moves these principles into the digital domain, by focusing on technology that inherently stimulates learners to learn more quickly and effectively. This is very relevant for the area of Business Management in several aspects: Consumer Behavior, Communications, Human Resource, Marketing & Advertising, Organisational Behavior & Leadership. The persuasive principles identified by BJ Fogg are: reduction, tunnelling, tailoring, suggestion, self-monitoring, surveillance, conditioning, simulation, social signals. Also relevant is the concept of KAIROS, which means the just-in-time, at the right place provision of information/stimulus. In the EuroPLOT project (2010-2013) we have developed persuasive learning objects and tools (PLOTs) in which we have applied persuasive designs and principles. In this context, we have developed a pedagogical framework for active engagement, based on persuasive design in which the principles of persuasive learning have been formalised in a 6-step guide for persuasive learning. These principles have been embedded in two tools – PLOTmaker and PLOTLearner – which have been developed for creating persuasive learning objects. The tools provide specific capability for implementing persuasive principles at the very beginning of the design of learning objects. The feasibility of employing persuasive learning concepts with these tools has been investigated in four different case studies with groups of teachers and learners from realms with distinctly different teaching and learning practices: Business Computing, language learning, museum learning, and chemical substance handling. These case studies have involved the following learner target groups: school children, university students, tertiary students, vocational learners and adult learners. With regards to the learning context, they address archive-based learning, industrial training, and academic teaching. Alltogether, these case studies include participants from Sweden, Africa (Madagascar), Denmark, Czech Republic, and UK. One of the outcomes of this investigation was that one cannot apply a common set of persuasive designs that would be valid for general use in all situations: on the contrary, the persuasive principles are very specific to learning contexts and therefore must be specifically tailored for each situation. Two of these case studies have a direct relevance to education in the realm of Business Management: Business Computing and language learning (for International Business). In this paper we will present the first results from the evaluation of persuasive technology driven learning in these two relevant areas.

Persuasive Technology for Learning and Teaching – The EuroPLOT Project

The concept of persuasive design has demonstrated its benefits by changing human behavior in certain situations, but in the area of education and learning, this approach has rarely been used. To change this and to study the feasibility of persuasive technology in teaching and learning, the EuroPLOT project (PLOT = Persuasive Learning Objects and Technologies) has been funded 2010-2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) in the Life-long Learning (LLL) programme. In this program two tools have been developed (PLOTMaker and PLOTLearner) which allow to create learning objects with inherently persuasive concepts embedded. These tools and the learning objects have been evaluated in four case studies: language learning (Ancient Hebrew), museum learning (Kaj Munk Museum, Denmark), chemical handling, and academic Business Computing. These case studies cover a wide range of different learning styles and learning groups, and the results obtained through the evaluation of these case studies show the wide range of success of persuasive learning. They also indicate the limitations and areas where improvements are required

Demonstration of PLOTs from the EuroPLOT project

The EuroPLOT project (2010-2013) has been funded to explore the concept of persuasive design for learning and teaching. It has developed Persuasive Learn-ing Objects and Technologies (PLOTs), manifested in two tools and a set of learning objects that have been tested and evaluated in four different case studies. These PLOTs will be shown in this demonstration, and the participants can try them out and experience for themselves the impact of persuasive technology that is embedded in these PLOTs. This will be one authoring tool (PLOTMaker) and one delivery tool (PLOTLearner). Furthermore, there will be learning objects shown which have been developed for those four different case studies. All of these PLOTs have already been tested and evaluated during case studies with real learners

Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.

PENGEMBANGAN MATERI AJAR RELASI MAKNA ANTARGAGASAN PADA TEKS PIDATO PERSUASIF DENGAN CTL (CONTEXTUAL TEACHING AND LEARNING)

Penelitian ini bertujuan untuk mengembangkan materi ajar relasi makna antargagasan pada teks pidato persuasif dengan CTL (Contextual Teaching and Learning). Relasi makna antargagasan yang dibahas meliputi sinonim, antonim, dan hiponim. Komponen pendekatan kontekstual yang digunakan pada pengembangan materi ajar ini meliputi konstruktivisme, menemukan, dan bertanya. Penelitian pengembangan ini menggunakan metode penelitian dan pengembangan (Research and Development). Adapun model pengembangan produk materi ajar relasi makna antargagasan pada teks pidato persuasif dengan CTL (Contextual Teaching and Learning) menggunakan model ADDIE (analysis, design, development, implementation, evaluation) dengan mengadaptasi tiga tahapannya yakni analisis (analysis), desain (design), dan pengembangan (development). Data diperoleh melalui observasi, analisis kurikulum, analisis materi ajar, analisis kebutuhan guru dan siswa, desain materi ajar, pengembangan serta penyusunan materi ajar dan validasi materi ajar oleh ahli materi dan ahli metodologi. Analisis data dilakukan dengan deskripsi kualitatif dan kuantitatif. Penelitian ini dilatarbelakangi oleh tidak tersedianya materi ajar yang mengkhususkan materi relasi makna antargagasan dalam kebahasaan teks pidato secara kontekstual yang digunakan pada materi teks pidato persuasif jenjang SMP. Berdasarkan hasil penilaian dari validator ahli materi dan ahli metodologi, disimpulkan bahwa produk pengembangan materi ajar relasi makna antargagasan pada teks pidato persuasif dengan CTL (Contextual Teaching and Learning) secara umum “layak” digunakan dalam proses pembelajaran. ******** This study aims to develop teaching materials for inter-idea meaning relations in persuasive speech texts with CTL (Contextual Teaching and Learning). The inter-idea meaning relations discussed include synonyms, antonyms, and hyponyms. The components of the contextual approach used in the development of this teaching material include constructivism, inquiry, and questioning. This development research uses research and development methods. The product development model for teaching materials is the inter-idea meaning relations in persuasive speech texts with CTL (Contextual Teaching and Learning) using the ADDIE model (analysis, design, development, implementation, evaluation) by adapting the three stages namely in analysis (analysis), design (design), and development (development). Data were obtained through observation, curriculum analysis, analysis of teaching materials, analysis of teacher and student needs, design of teaching materials, development and preparation of teaching materials and validation of teaching materials by material experts and methodologists. Data analysis was carried out with qualitative and quantitative descriptions. This research is motivated by the unavailability of teaching materials that specialize in the inter-idea meaning relations in the contextual language of speech texts used in persuasive speech texts for the Junior High School level. Based on the results of the assessment of the validators of material experts and methodologists, it was concluded that the product of developing inter-idea meaning relation teaching materials in persuasive speech texts with CTL (Contextual Teaching and Learning) was generally "appropriate" to be used in the learning process

Pengembangan Media Berbasis Aplikasi Kodular dalam Pembelajaran Teks Persuasi di SMP Kelas VIII

Based on the results of the needs analysis at MTs Muhammadiyah Karangkajen Yogyakarta and SMP Negeri 11 Yogyakarta, it can be reflected that the use of learning media, especially persuasive text materials using application-based media, has yet to be maximized. Therefore, developing learning media based on the Kodular application is hoped to be a solution to learning persuasive text material. This study aims to; (1) describe the stages of Kodular application media in learning persuasion text material for class VIII SMP/MTs students; (2) describe the implementation of Kodular application media in learning persuasive text material in class VIII SMP/MTs students; and (3) describe Kodular application media's feasibility in learning persuasion text material for class VIII SMP/MTs students. The type of research used was R&D (Research and Development) using the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). The subjects of this study were students and expert validators. Meanwhile, the object of this research is media based on Kodular application in teaching persuasion text to class VIII SMP/MTs students. Data collection techniques used in this study were in the form of observation, interviews, and questionnaires. The data analysis technique used in this study uses quantitative-descriptive analysis, which can present data from the validation test results from experts in the form of numbers and describe the stages in developing learning media based on Kodular applications. The results of this study indicate that the Kodular application-based media that contains persuasive text material is "Very Eligible" to apply in the learning process at school. This feasibility is evidenced by the results of the average score obtained from experts amounting to 93. The average score obtained from the assessment of media experts is 100, from material experts is 95, and from teaching experts (teachers as users) is 83, 8. In addition, the results of the responses from students to this Kodular application-based media were 89.5. Further, research on developing media based on Kodular applications in persuasion text learning in class VIII SMP/MTs students is expected to assist students in optimizing the learning process and support learning outcomes to achieve the learning objectives

User Experience Design and Evaluation of Persuasive Social Robot As Language Tutor At University : Design And Learning Experiences From Design Research

Human Robot Interaction (HRI) is a developing field where research and innovation are progressing. One domain where Human Robot Interaction has focused is in the educational sector. Various research has been conducted in education field to design social robots with appropriate design guidelines derived from user preferences, context, and technology to help students and teachers to foster their learning and teaching experience. Language learning has become popular in education due to students receiving opportunities to study and learn any interested subjects in any language in their preferred universities around the world. Thus, being the reason behind the research of using social robots in language learning and teaching in education field. To this context this thesis explored the design of language tutoring robot for students learning Finnish language at university. In language learning, motivation, the learning experience, context, and user preferences are important to be considered. This thesis focuses on the Finnish language learning students through language tutoring social robot at Tampere University. The design research methodology is used to design the persuasive language tutoring social robot teaching Finnish language to the international students at Tampere University. The design guidelines and the future language tutoring robot design with their benefits are formed using Design Research methodology. Elias Robot, a language tutoring application designed by Curious Technologies, Finnish EdTech company was used in the explorative user study. The user study involved Pepper, Social robot along with the Elias robot application using Mobile device technology. The user study was conducted in university, the students include three male participants and four female participants. The aim of the study was to gather the design requirements based on learning experiences from social robot tutor. Based on this study findings and the design research findings, the future language tutoring social robot was co-created through co design workshop. Based on the findings from Field study, user study, technology acceptance model findings, design research findings, student interviews, the persuasive social robot language tutor was designed. The findings revealed all the multi modalities are required for the efficient tutoring of persuasive social robots and the social robots persuade motivation with students to learn the language. The design implications were discussed, and the design of social robot tutor are created through design scenarios

The Centrality of Claim-Making in the Social Studies Classroom: Teaching For Claim-Making with the Persuasive Claim Framework

This dissertation includes three articles that focus on the importance of claim-making and argumentative writing in social studies classrooms. Each article highlights various aspects of the claim-making process by introducing ways for teachers to help students write better claims, highlighting the importance of claim-making within the extant social studies literature, and analyzing the results of centering the claim-making process in a preservice teaching methods program. Article One, “What’s in a Claim: A Framework for Helping Students Write Persuasive Claims?” (2021), is an article written for practicing teachers. As part of a larger discussion on the challenges of implementing the dimensions of C3 (College, Career and Civic Life) Framework and incorporating the Inquiry Design Model (IDM) in social studies classrooms, this article attempts to assist teachers in improving the argumentative writing of their students. To meet these challenges the article introduces the Persuasive Claim Framework, a multi-dimensional model of claim writing. The Persuasive Claim Framework identifies a persuasive claim as an assertion that is supported with factual information and evidence from sources. Going further, the Framework identifies four dimensions of a persuasive claim: evidentiary, accurate, clear, and reasoned. Emerging from genuine problem of practice, the Framework centers on the challenges of claim-writing in the classroom, providing teachers with a new way of approaching argumentative writing, assessment, and teaching. Article Two, “Teaching With and For Claim-Making: The Role of Claims in Social Studies Teaching,” represents a conceptual analysis of the role claims play both in traditional argumentation and social studies literature. The discipline of social studies has a long history of argumentation as part of its curricular goals. This emphasis on argumentation can be traced back to ancient Greece and the origins of democratic public discourse. In this extended essay, the author centers on the role of argumentation and specifically claim-making within the larger context of social studies education, inquiry-based learning, and social studies instruction. The author makes the case for a curricular approach that emphasizes teaching for claim making, borrowing from Parker and Hess’ (2001) conceptualization of teaching for discussion. The author concludes by identifying the Persuasive Claim Framework (Lewis, 2021) as a conceptual model to help teachers and students reorient their thinking and writing to meet the demands of democratic deliberation and argumentation. Article Three, “Turning Student Teachers into Claim Makers: Developing the Pedagogical Content Knowledge of Novice Teachers with the Persuasive Claim Framework,” discusses the results of the use of the Persuasive Claim Framework as part of the master’s examination for a social studies methods preservice program. Using Shulman’s conception of pedagogical content knowledge (1986) and signature pedagogy (2005), this article documents the ways in which novice teachers develop classroom tasks as a way to coach their students in writing more persuasive claims. The results of this phenomenological study (Merriam 2001) demonstrate that novice teachers create increasingly complex tasks in their classrooms to meet the dimensional demands of the Persuasive Claim Framework. As a result, novice teachers showed growth in their own pedagogical content knowledge. To close, the article discusses both the advantages and important limitations of the Framework as part of a methods teaching program and makes recommendations on how the Framework can be used to assist novice teachers in becoming more effective social studies teachers