11,510 research outputs found
Recommended from our members
Using Gamification to Motivate Students with Dyslexia
The concept of gamification is receiving increasing attention, particularly for its potential to motivate students. However, to date the majority of studies in the context of education have predominantly focused on University students. This paper explores how gamification could potentially benefit a specific student population, children with dyslexia who are transitioning from primary to secondary school. Two teachers from specialist dyslexia teaching centres used classDojo, a gamification platform, during their teaching sessions for one term. We detail how the teachers appropriated the platform in different ways and how the students discussed classDojo in terms of motivation. These findings have subsequently informed a set of provisional implications for gamification distilling opportunities for future pedagogical uses, gamification design for special education and methodological approaches to how gamification is studied
Autonomy in Video Games and Gamification
In the past decade, gamification (using game elements in non-gaming tasks to enhance motivation and engagement) has become a popular concept in many industries, but few studies have explored the principles under which it works. Self-determination theory suggests three psychological needs that gamification fulfills: competence, relatedness, and autonomy. Autonomy, a person\u27s perception that they have the ability to act however they choose, has emerged as an important, yet less-studied aspect in gamification. Inclusion of autonomy in gamification should foster engagement, enjoyment, and better performance. An experiment inspired by the above was carried out in which a sample of college students (N = 57) played a video game called Super Mario Bros. Crossover with either the choice to customize the aesthetics of their character and background (autonomy-supportive) or no choice of aesthetics (non-supportive). It was hypothesized that conditions involving more choice would lead to higher perceived autonomy and performance, and that perceived autonomy would be positively correlated with engagement, enjoyment, and performance. The manipulation resulted in no significant difference in perceived autonomy or performance, and perceived autonomy was only significantly positively correlated with enjoyment. Prior Super Mario Bros. experience was also found to positively correlate with perceived autonomy in the autonomy-supportive condition. The choice of aesthetics does not appear to have been sufficiently strong enough to increase perceived autonomy in this context
Exercise as Labour: Quantified Self and the Transformation of Exercise into Labour
The recent increase in the use of digital self-tracking devices has given rise to a range of relations to the self often discussed as quantified self (QS). In popular and academic discourse, this development has been discussed variously as a form of narcissistic self-involvement, an advanced expression of panoptical self-surveillance and a potential new dawn for e-health. This article proposes a previously un-theorised consequence of this large-scale observation and analysis of human behaviour; that exercise activity is in the process of being reconfigured as labour. QS will be briefly introduced, and reflected on, subsequently considering some of its key aspects in relation to how these have so far been interpreted and analysed in academic literature. Secondly, the analysis of scholars of âdigital labourâ and âimmaterial labourâ will be considered, which will be discussed in relation to what its analysis of the transformations of work in contemporary advanced capitalism can offer to an interpretation of the promotion and management of the self-tracking of exercise activities. Building on this analysis, it will be proposed that a thermodynamic model of the exploitation of potential energy underlies the interest that corporations have shown in self-tracking and that âgamificationâ and the promotion of an entrepreneurial selfhood is the ideological frame that informs the strategy through which labour value is extracted without payment. Finally, the potential theoretical and political consequences of these insights will be considered
Gamified budgeting for managing household finances
The current UK economic climate is leading households into debt. The rising cost of living and inflation are resulting in households struggling with financial management. This has implications on the quality of life and economic mobility. Early motivation for and the utilisation of financial management tools can alleviate the risk of spiralling debt. In this paper, we present the case for a gamified collaborative financial management tool. We explain how current research has focused on individuals yet households often have shared and interweaving finances which would benefit from collaborative tools. We articulate the importance of motivation in financial administration and discuss the potential of gamification to motivate households in the proactive management of finances. In this regard, we describe the results of conducting a survey to investigate the case for gamification in household financial management. Our findings suggest that gamification may offer new ways to motivate household financial management and can help households manage their exposure to debt
Gamified budgeting for managing household finances
The current UK economic climate is leading households into debt. The rising cost of living and inflation are resulting in households struggling with financial management. This has implications on the quality of life and economic mobility. Early motivation for and the utilisation of financial management tools can alleviate the risk of spiralling debt. In this paper, we present the case for a gamified collaborative financial management tool. We explain how current research has focused on individuals yet households often have shared and interweaving finances which would benefit from collaborative tools. We articulate the importance of motivation in financial administration and discuss the potential of gamification to motivate households in the proactive management of finances. In this regard, we describe the results of conducting a survey to investigate the case for gamification in household financial management. Our findings suggest that gamification may offer new ways to motivate household financial management and can help households manage their exposure to debt
Reuse potential assessment framework for gamification-based smart city pilots
The paper proposes a unified framework for assessing the re-use potential for the Smart Engagement Pilot currently being realized in the city of Ghent (Belgium). The pilot aims to stimulate the digital engagement in users (citizens) by involving them in online and offline communities, and increasing the social capital through the use of ICT (Information and Communications Technology). To engage the citizens, the pilot makes use of Gamification based entities (intelligent wireless sensors) embedded in public hardware, through which innovative games are organized in places of interest (neighbourhood, parks, schools, etc.). Once finished, this pilot will be re-used in other European cities under the context of CIP SMART IP project. Since, the success of a pilot in one city doesn't guarantee its success in the other, an objective socio-economic-organizational reuse assessment becomes critical. To do this assessment, we propose a framework, which uses a Key Performance Indicator (KPI) based scorecard to determine the roadblocks and battlefields that could deter such a transition
Training Competences in Industrial Risk Prevention with LegoÂź Serious PlayÂź: A Case Study
This paper proposes the use of the LegoÂź Serious PlayÂź (LSP) methodology as a facilitating tool for the introduction of competences for Industrial Risk Prevention by engineering students from the industrial branch (electrical, electronic, mechanical and technological engineering), presenting the results obtained in the Universities of Cadiz and Seville in the academic years 2017â2019. Current Spanish legislation does not reserve any special legal attribution, nor does it require specific competence in occupational risk prevention for the regulated profession of a technical industrial engineer (Order CIN 351:2009), and only does so in a generic way for that of an industrial engineer (Order CIN 311:2009). However, these universities consider the training in occupational health and safety for these future graduates as an essential objective in order to develop them for their careers in the industry. The approach is based on a series of challenges proposed (risk assessments, safety inspections, accident investigations and fire protection measures, among others), thanks to the use of âgamificationâ dynamics with LegoÂź Serious PlayÂź. In order to carry the training out, a set of specific variables (industrial sector, legal and regulatory framework, business organization and production system), and transversal ones (leadership, teamwork, critical thinking and communication), are incorporated. Through group models, it is possible to identify dangerous situations, establish causes, share and discuss alternative proposals and analyze the economic, environmental and organizational impact of the technical solutions studied, as well as take the appropriate decisions, in a creative, stimulating, inclusive and innovative context. In this way, the theoretical knowledge which is acquired is applied to improve safety and health at work and foster the prevention of occupational risks, promoting the commitment, effort, motivation and proactive participation of the student teams.Spanish Ministry of Science, Innovation and Universities / European Social Fund: RamĂłn y Cajal contract (RYC-2017-22222
Training Competences in Industrial Risk Prevention with Lego (R) Serious Play (R): A Case Study
This paper proposes the use of the Lego (R) Serious Play (R) (LSP) methodology as a facilitating tool for the introduction of competences for Industrial Risk Prevention by engineering students from the industrial branch (electrical, electronic, mechanical and technological engineering), presenting the results obtained in the Universities of Cadiz and Seville in the academic years 2017-2019. Current Spanish legislation does not reserve any special legal attribution, nor does it require specific competence in occupational risk prevention for the regulated profession of a technical industrial engineer (Order CIN 351:2009), and only does so in a generic way for that of an industrial engineer (Order CIN 311:2009). However, these universities consider the training in occupational health and safety for these future graduates as an essential objective in order to develop them for their careers in the industry. The approach is based on a series of challenges proposed (risk assessments, safety inspections, accident investigations and fire protection measures, among others), thanks to the use of "gamification" dynamics with Lego (R) Serious Play (R). In order to carry the training out, a set of specific variables (industrial sector, legal and regulatory framework, business organization and production system), and transversal ones (leadership, teamwork, critical thinking and communication), are incorporated. Through group models, it is possible to identify dangerous situations, establish causes, share and discuss alternative proposals and analyze the economic, environmental and organizational impact of the technical solutions studied, as well as take the appropriate decisions, in a creative, stimulating, inclusive and innovative context. In this way, the theoretical knowledge which is acquired is applied to improve safety and health at work and foster the prevention of occupational risks, promoting the commitment, effort, motivation and proactive participation of the student teams
Math empowerment: a multidisciplinary example to engage primary school students in learning mathematics
This paper describes an educational project conducted in a primary school in Italy (Scuola Primaria Alessandro Manzoni at Mulazzano, near to Milan). The school requested our collaboration to help improve upon the results achieved on the National Tests for Mathematics, in which students, aged 7, registered performances lower than the national average the past year.
From January to June, 2016, we supported teachers, providing them with information, tools and methods to increase their pupilsâ curiosity and passion for mathematics. Mixing our different experiences and competences (instructional design and gamification, information technologies and psychology) we have tried to provide a broader spectrum of parameters, tools and keys to understand how to achieve an inclusive approach that is âpersonalisedâ to each student.
This collaboration with teachers and students allowed us to draw interesting observations about learning styles, pointing out the negative impact that standardized processes and instruments can have on the selfâesteem and, consequently, on student performance.
The goal of this programme was to find the right learning levers to intrigue and excite students in mathematical concepts and their applications.
Our hypothesis is that, by considering the learning of mathematics as a continuous process, in which students develop freely through their own experiments, observations, involvement and curiosity, students can achieve improved results on the National Tests (INVALSI).
This paper includes results of a survey conducted by children ââAbout Me and Mathematicsâ
- âŠ