Turning Users\u27 In-Game Behaviours into Actionable Adaptive Gamification Strategies using the PEAS Framework

Adaptive gamification answers the need to customize engagement strategies because users are motivated by different game elements and mechanics. To better understand these individual preferences, user modelling is vital. However, gameful designers must make many decisions on matching profiling data to actual adaptation strategies, which makes modelling particularly challenging. The lack of a standardized and guided process for adaptive gamification hinders replicability, comparability, and complicates making adaptation dynamic. In this study, we analyzed a persuasive gameful application (Play\&Go) to show how in-game behaviours can be translated into adaptation strategies. We used an existing adaptation framework (PEAS) grounded in the games and gamification literature. Our work demonstrates the suitability of the PEAS model as a shared, standardized method for adaptive gamification and shows how it can guide the process of transforming user behaviours into actionable adaptation strategies

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

Turning Users' In-Game Behaviours into Actionable Adaptive Gamification Strategies using the PEAS Framework

Adaptive gamification answers the need to customize engagement strategies because users are motivated by different game elements and mechanics. To better understand these individual preferences, user modelling is vital. However, gameful designers must make many decisions on matching profiling data to actual adaptation strategies, which makes modelling particularly challenging. The lack of a standardized and guided process for adaptive gamification hinders replicability, comparability, and complicates making adaptation dynamic. In this study, we analyzed a persuasive gameful application (Play\&Go) to show how in-game behaviours can be translated into adaptation strategies. We used an existing adaptation framework (PEAS) grounded in the games and gamification literature. Our work demonstrates the suitability of the PEAS model as a shared, standardized method for adaptive gamification and shows how it can guide the process of transforming user behaviours into actionable adaptation strategies

DMsAG une classification d'éléments ludiques pour la ludification adaptative

National audienceCe travail de recherche se situe dans le domaine des Environnements Informatiques pour l'Apprentissage Humain (EIAH) et concerne plus précisément l'adaptation des éléments ludiques aux apprenants. De nombreux travaux montrent que la ludification d'EIAH, définie comme l'utilisation de fonctionnalités ludiques dans des contextes non jeux, permet d'améliorer la participation, la motivation et/ou la performance des apprenants. Des travaux récents ont pourtant montré la nécessité de l'adaptation de ces fonctionnalités ludiques, puisque des fonctionnalités ludiques non adaptées peuvent entraîner des effets négatifs sur la motivation. Nous proposons une classification des fonctionnalités ludiques, DMsAG, pour l'adaptation de la ludification structurelle. Cette classification décrit les fonctionnalités ludiques selon leur niveau d'abstraction

Citizens at war: the experience of the Great War in Essex, 1914-1918

This thesis examines the experiences and attitudes of civilians in Essex during the First World War, 1914-1918. Through these it explores the reasons for people’s continued support for the war and how public discourse shaped conceptions of the war’s purpose and course and what sacrifices were needed and acceptable in pursuit of victory. This combination kept the war comprehensible and enabled people to continue to support it.Vital to getting a picture of how the war was understood is an account of the role of the local elites that sought to shape popular knowledge and attitudes about the war. The narratives of the war, the discourse of sacrifice, and elites’ roles evolved with events at home and at the front.Chapter 1 deals with the initial reactions to the war and growing acceptance of the major war narratives. The second and third chapters address two of their major features: attitudes towards the enemy and volunteering for the armed forces. The fourth chapter addresses the changes to the war's narratives and ideas of sacrifice as casualties and hardships increased from 1916, while Chapter 5 provides an in-depth case study of local military service tribunals. The final chapter deals with the crises of 1917-18, which covered both the expected course of the war and the image of equal sacrifice, and how local and national elites overcame these problems.The successful depiction of the Great War as necessary, just, winnable, and fought against an evil enemy allowed civilians to accept sacrifices in order to win. An evolving discourse of sacrifice framed what was expected of and acceptable to civilians. Local elites played an essential role: advocating sacrifice and endurance for the national cause while also working to ensure that sacrifices were minimised and borne equally. This combination of framing the war and mitigating its effects was vital in maintaining civilian support for the war effort.</p

Ludification adaptative d'environnements pédagogiques numériques.

Gamification, the use of game elements in non game contexts, is becoming widely used in the educational field to enhance learner engagement, motivation, and performance. Many current approaches propose systems where learners use the same game elements. However, recent studies show that learners react differently to different game elements, and that learner motivation, engagement, and performance can vary greatly depending on individual characteristics such as personality, game preferences, and motivation for the learning activity. Results indicate that in some cases game elements that are not adapted to learners can at best fail to motivate them, and at worst demotivate them. Therefore, adapting game elements to individual learner preferences is important. This thesis was part of the LudiMoodle project, dedicated to the gamification of learning resources to enhance learner engagement and motivation. In this thesis, I propose a new system that adapts relevant game elements to learners using individual characteristics, as well as learner engagement. This work is based on previous results in the general gamification field, as well as more specific results from gamification in education. Our main goal is to propose a generic adaptation engine model, instantiated with specific adaptation rules for our educational context. This manuscript presents four major contributions: (1) A general adaptation engine architecture that can be implemented to propose relevant game elements for learners, using both a static and dynamic adaptation approach; (2) A design space and design tools that allows the creation of relevant and meaningful game elements, in collaboration with the various actors of the gamification process (designers, teachers, learners etc.); (3) A static adaptation approach that uses a compromise between both learners' player profile (i.e. preferences for games) and their initial motivation for the learning task; (4) A dynamic learner model built on a trace-based approach to propose an adaptation intervention when an abnormal decrease in engagement is detected. The adaptation engine was implemented in a prototype for the LudiMoodle project, that was used by 258 learners in 4 different secondary schools in France for learning mathematics. To build this prototype we ran a real world study, where learners used this tool as a part of their normal mathematics course. From this study, we ran multiple analyses to better understand the factors that influence the motivational variations of the learners, and how their interaction traces could predict their engagement with the learning task. These analyses served to evaluate the impact of the adaptation of game elements on learner motivation and engagement, and to build the trace based model used for dynamic adaptation.This work represents a significant advancement for the adaptive gamification field, through a generic model for static and dynamic adaptation, with the former based on individual learner characteristics, and the latter on observed learner engagement. I also provide tools and recommendations for designers, to help explore different game element designs. Finally, I discuss these findings in terms of research perspectives, notably with regards to further possible advancements in the dynamic adaptation domain.La ludification, l'utilisation des éléments de jeux dans des contextes non-jeux, devient de plus en plus utilisé dans le domaine de l'éducation pour soutenir l'engagement, la motivation, et la performance des apprenants. Beaucoup d'approches actuelles proposent des systèmes où les apprenants utilisent les mêmes éléments de jeux. Cependant, d'études récentes montrent que les apprenants réagissent différemment aux éléments de jeux, et que leur motivation, engagement et performance peuvent varier grandement en fonction des caractéristiques individuelles tel que la personnalité, les préférences pour les jeux vidéo et la motivation pour l'activité d'apprentissage. Les résultats indiquent que dans certains cas les éléments non adaptés aux apprenants peuvent au mieux échouer dans leur tâche motivationnelle, et au pire démotiver les apprenants. Il est donc important d'adapter les éléments ludiques aux apprenants. Cette thèse s'est déroulé dans le cadre du projet LudiMoodle, qui a pour but la ludification de ressources pédagogiques afin d'améliorer l'engagement et la motivation apprenante. Dans cette thèse je propose un nouveau système qui adapte des éléments ludiques en utilisant des caractéristiques individuelles des apprenants, ainsi que leur engagement. Nos travaux se basent sur des résultats généraux du domaine de la ludification, ainsi que des résultats plus spécifiques dans le domaine de l'éducation. Notre but principal était de proposer un moteur d'adaptation générique, instancié avec des règles d'adaptation spécifiques à notre contexte.Ce manuscrit présente quatre contributions majeures: (1) Un moteur d'adaptation général qui peut être implémenté pour proposer des éléments de jeux appropriés aux apprenants, utilisant à la fois une approche d'adaptation statique et dynamique; (2) Un espace et des outils de conception qui permettent la création d'éléments de jeux pertinents, en collaboration avec les divers acteurs de la ludification (concepteurs, enseignants, apprenants etc.); (3) Une approche d'adaptation statique qui établit un compromis entre un le profil de joueur d'un apprenant et leur motivation initiale pour la tâche d'apprentissage; (4) Un modèle d'apprenant dynamique construit utilisant une approche basée sur les traces pour proposer des interventions d'adaptation quand des baisses d'engagement sont détectés.Ce moteur d'adaptation a été implémenté dans un prototype utilisé dans le contexte du projet LudiMoodle, qui a été utilisé par 258 apprenants dans 4 collèges Français différents pour l'apprentissage des mathématiques. Pour mettre en place ce prototype nous avons mené une étude dans des conditions réelles, où les apprenants l'ont utilisé pendant leur cours de mathématiques. Avec les résultats de cette étude nous avons fait plusieurs analyses pour mieux comprendre les facteurs qui ont influencé les variations motivationnelles des apprenants, et comment leurs traces d'interaction peuvent prédire leur engagement avec la tâche d'apprentissage. Ces analyses ont servi à évaluer l'impact de l'adaptation des éléments de jeux sur la motivation et engagement des apprenants, et construire notre modèle de traces pour l'adaptation dynamique.Ce travail représente une avancée significative dans le domaine de la ludification adaptative, à travers un modèle générique pour l'adaptation statique et dynamique, le premier étant basé sur les caractéristiques individuelles des apprenants, et le second sur l'engagement observé des apprenants. Je fournis aussi des outils et recommandations pour les concepteurs, pour aider dans la conception d'éléments de jeux. Enfin, je discute ces résultats dans des perspectives de recherche futures, notamment au regard d'avancées possibles dans le domaine de l'adaptation dynamique

DMsAG une classification d'éléments ludiques pour la ludification adaptative

National audienceCe travail de recherche se situe dans le domaine des Environnements Informatiques pour l'Apprentissage Humain (EIAH) et concerne plus précisément l'adaptation des éléments ludiques aux apprenants. De nombreux travaux montrent que la ludification d'EIAH, définie comme l'utilisation de fonctionnalités ludiques dans des contextes non jeux, permet d'améliorer la participation, la motivation et/ou la performance des apprenants. Des travaux récents ont pourtant montré la nécessité de l'adaptation de ces fonctionnalités ludiques, puisque des fonctionnalités ludiques non adaptées peuvent entraîner des effets négatifs sur la motivation. Nous proposons une classification des fonctionnalités ludiques, DMsAG, pour l'adaptation de la ludification structurelle. Cette classification décrit les fonctionnalités ludiques selon leur niveau d'abstraction

Citizens at war : the experience of the Great War in Essex, 1914-1918

This thesis examines the experiences and attitudes of civilians in Essex during the First World War, 1914-1918. Through these it explores the reasons for people’s continued support for the war and how public discourse shaped conceptions of the war’s purpose and course and what sacrifices were needed and acceptable in pursuit of victory. This combination kept the war comprehensible and enabled people to continue to support it. Vital to getting a picture of how the war was understood is an account of the role of the local elites that sought to shape popular knowledge and attitudes about the war. The narratives of the war, the discourse of sacrifice, and elites’ roles evolved with events at home and at the front. Chapter 1 deals with the initial reactions to the war and growing acceptance of the major war narratives. The second and third chapters address two of their major features: attitudes towards the enemy and volunteering for the armed forces. The fourth chapter addresses the changes to the war's narratives and ideas of sacrifice as casualties and hardships increased from 1916, while Chapter 5 provides an in-depth case study of local military service tribunals. The final chapter deals with the crises of 1917-18, which covered both the expected course of the war and the image of equal sacrifice, and how local and national elites overcame these problems. The successful depiction of the Great War as necessary, just, winnable, and fought against an evil enemy allowed civilians to accept sacrifices in order to win. An evolving discourse of sacrifice framed what was expected of and acceptable to civilians. Local elites played an essential role: advocating sacrifice and endurance for the national cause while also working to ensure that sacrifices were minimised and borne equally. This combination of framing the war and mitigating its effects was vital in maintaining civilian support for the war effort.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Citizens at war : the experience of the Great War in Essex, 1914-1918

This thesis examines the experiences and attitudes of civilians in Essex during the First World War, 1914-1918. Through these it explores the reasons for people’s continued support for the war and how public discourse shaped conceptions of the war’s purpose and course and what sacrifices were needed and acceptable in pursuit of victory. This combination kept the war comprehensible and enabled people to continue to support it. Vital to getting a picture of how the war was understood is an account of the role of the local elites that sought to shape popular knowledge and attitudes about the war. The narratives of the war, the discourse of sacrifice, and elites’ roles evolved with events at home and at the front. Chapter 1 deals with the initial reactions to the war and growing acceptance of the major war narratives. The second and third chapters address two of their major features: attitudes towards the enemy and volunteering for the armed forces. The fourth chapter addresses the changes to the war's narratives and ideas of sacrifice as casualties and hardships increased from 1916, while Chapter 5 provides an in-depth case study of local military service tribunals. The final chapter deals with the crises of 1917-18, which covered both the expected course of the war and the image of equal sacrifice, and how local and national elites overcame these problems. The successful depiction of the Great War as necessary, just, winnable, and fought against an evil enemy allowed civilians to accept sacrifices in order to win. An evolving discourse of sacrifice framed what was expected of and acceptable to civilians. Local elites played an essential role: advocating sacrifice and endurance for the national cause while also working to ensure that sacrifices were minimised and borne equally. This combination of framing the war and mitigating its effects was vital in maintaining civilian support for the war effort.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

A Design Space For Meaningful Structural Gamification

Late Breaking Work, CHI’18 Extended Abstracts. 2018Gamification design is a complex process. Existing game-ful design methods generally focus on high level motiva-tional considerations. In order to provide designers with the tools to create meaningful and motivating game elements, we propose a design space that encapsulates lower-level design decisions, such as visual and operational aspects, during the design process. We also propose a set of design cards and a board that aim to support the design process for collaborative design sessions