The psychology and technology mix : exploring the design of a gamified solution using persuasive technology

Abstract: As the world stands at the brink of the Fourth Industrial Revolution, educators have had to reconsider their teaching practises and the impact thereof. Technological advancement, however, cannot progress without taking into account the human element of the intended end users. This paper uses a case study approach to explore how educators can apply persuasive technology frameworks in designing gamified solutions in order to increase student motivation to work consistently and to assist them with taking ownership of their learning process. We use the example of a gamified solution which was developed for students enrolled in a financial management module at the University of Johannesburg. The gamified solution introduces a new approach to creating an environment that is conducive to students being motivated to work consistently during the semester. Through the use of choice architecture, this gamified solution nudges the students to make right decisions for themselves without infringing on their freedom of choice. This paper also highlights the importance of applying multidisciplinary perspectives into intervention development. In particular, the gamified solution discussed in this paper, incorporates principles from: behavioural economics, persuasive technology theories, and educational psychology. Broadly, this paper tackles the question on how innovations within the context of the fourth industrial revolution can be used to re-engineer the delivery of tertiary education towards student-centred approaches

Detecting Learning Patterns in Tertiary Education Using K-Means Clustering

Abstract: We are in the era where various processes need to be online. However, data from digital learning platforms are still underutilised in higher education, yet, they contain student learning pat- terns, whose awareness would contribute to educational development. Furthermore, the knowledge of student progress would inform educators whether they would mitigate teaching conditions for critically performing students. Less knowledge of performance patterns limits the development of adaptive teaching and learning mechanisms. In this paper, a model for data exploitation to dynamically study students progress is proposed. Variables to determine current students progress are defined and are used to group students into different clusters. A model for dynamic clustering is proposed and related cluster migration is analysed to isolate poorer or higher performing students. K-means clustering is performed on real data consisting of students from a South African tertiary institution. The proposed model for cluster migration analysis is applied and the corresponding learning patterns are revealed

Soft skills development framework based on personality types : a student-centered approach

Abstract: The development of soft skills is a topical issue both in academia and corporate as universities continually attempt to align the curricula to the expectations of prospective employers. Most of the approaches for developing soft skills have been done under the premise that all students are the same and as such, assuming that they develop in the same manner. The psychological classification of personality types provides insight into how every individual is different in how they process information and then make a judgement based on the information they acquired. An individual's mental functioning then affects how they relate with those around them. In this paper, we use personality types to guide us in developing a student-centered framework to developing student’s soft skills based on their personality developmental needs. We provide the reader with a discussion on the link between personality type and soft skills development by using critical thinking, communication, and teamwork as examples of soft skills that can be developed using personality types. We then propose a framework called the Awareness, Learning, Application and Self-reflection (ALAS) Framework that guides implementing a soft skills development program at a tertiary institution