User-Centered Gamification for E-Learning Systems: A Quantitative and Qualitative Analysis of its Application

2019 ◽  
Vol 31 (5) ◽  
pp. 425-445 ◽  
Author(s):  
Ana Carolina Tomé Klock ◽  
Isabela Gasparini ◽  
Marcelo Soares Pimenta
Keyword(s):  
Qualitative Analysis ◽  
Learning Systems ◽  
Controlled Experiment ◽  
Learning System ◽  
Online Course ◽  
Educational Context ◽  
E Learning ◽  
Definition Of ◽  
Game Elements ◽  
User Centered

Abstract Gamification applies game elements in non-game contexts to improve users’ experience. One of the contexts that have mostly taken advantage of gamification is the educational one. However, the students’ experience is unique, since it varies according to their profile. Therefore, the individualities of each student must be considered to improve the students’ experience. This paper aims to explore the gamification properties and analyze the results of the user-centered application. For this, we proposed a framework focused on the user-centered gamification in the educational context, taking into account personal, functional, psychological, temporal, playful, implementable and evaluative properties. After applying the framework in the e-learning system, the controlled experiment with 139 students revealed an increase in students’ interaction, engagement and satisfaction. Thus, our main contributions are the improvement of the students’ experience with the user-centered gamification and the definition of a framework to assist in its application. RESEARCH HIGHLIGHTS This paper proposes a user-centered gamification framework for educational context It has been applied in an e-learning system and a controlled experiment was conducted A total of 139 students enrolled for an online course, and half of them used the gamified version Results indicate an increase in the students’ interaction, engagement and satisfaction

scholarly journals Learner-User Satisfaction Survey in the AdaptWeb Platform using the Learner Choices from Learner-Driven Learning

2020 ◽  
Vol 28 ◽  
pp. 420-435
Author(s):  
Alessandro Da Silveira Dias ◽  
Leandro Krug Wives
Keyword(s):  
User Satisfaction ◽  
Serious Games ◽  
Learning Systems ◽  
Online Course ◽  
Satisfaction Survey ◽  
Learning Paradigm ◽  
Making Choices ◽  
E Learning ◽  
Definition Of ◽  
The Way

In this paper, we review the definition of the learner choices from the Learner-driven Learning paradigm for e-learning systems. After this, we analyze how different categories of e-learning systems enable the user to make these choices, such as Serious Games. We present in detail how AdaptWeb platform makes available these choices to learner users. Additionally, we present a satisfaction survey performed after an online course on AdaptWeb platform. The survey questions were about making choices during learning and about the way AdaptWeb makes the choices available to learner-users. Summarizing the results, students enjoyed being able to make choices about their own learning and felt that this possibility was beneficial to their learning. Moreover, they liked the way AdaptWeb makes the choices available to students. Most of the students found the system easy to use, intuitive, and the student's choices were explicit and easy to take.

Factors Associated with students’ Intention to use E-Learning System: A Study from Public Universities of Lahore

2021 ◽  
Vol 9 (2) ◽  
pp. 167-173
Author(s):  
Shagufta Shaheen ◽  
Mubasher Muhammad Kamran ◽  
Saira Naeem ◽  
Tahir Mahmood
Keyword(s):  
Undergraduate Students ◽  
Public Universities ◽  
Positive Impact ◽  
Cross Sectional Study ◽  
Learning Systems ◽  
Learning System ◽  
Policy Implications ◽  
Intention To Use ◽  
Cross Sectional ◽  
E Learning

The study's primary purpose is to explore the factors affecting the students' intention to use e-learning systems in the COVID pandemic. The model of the “Unified theory of acceptance and use of technology” (UTAUT) was used as a theoretical underpinning. The Independent variables include “performance expectancy, effort expectancy, social influence, facilitating condition,” and the dependent variable is the intention to use e-learning systems. The quantitative data were collected from the postgraduate and undergraduate students of the public universities of Lahore. A total of n=411 students were approached, out of which the responses of only 399 were considered valid and were used for Multiple linear regression through SPSS 25. It was a cross-sectional study. It was found that almost all constructs of the model have a significant positive impact on intention to use e-learning systems.  The study's main contribution is exposing the factors that affect the acceptance and use of e-learning systems. This study has several policy implications for policy experts of higher education”.

scholarly journals POSSIBILITIES OF DEVELOPING INTERACTIVE E-LEARNING SYSTEM FOR BORDER GUARDS TRAINING IN THE STATE BORDER GUARD COLLEGE OF THE REPUBLIC OF LATVIA

2020 ◽  
Vol 3 (8) ◽  
pp. 45-53
Author(s):  
Mārtiņš Spridzāns ◽  
Jans Pavlovičs ◽  
Diāna Soboļeva
Keyword(s):  
Scientific Literature ◽  
Online Communication ◽  
The State ◽  
Learning Systems ◽  
Learning System ◽  
Digital Learning ◽  
E Learning ◽  
Research Findings ◽  
The Republic ◽  
Learning Development

Efficient use of educational technology and digital learning possibilities has always been the strategic area of high importance in border guards training at the State Border Guard College of Latvia. Recently, issues related to training during the Covid-19, have spurred and revived the discussion, topicality and practical need to use the potential of e-learning opportunities which brought up unexpected, additional, previously unsolved, unexplored, challenges and tasks to border guards training. New opportunities and challenges for trainers, learners and administration of training process both in online communication and learning administration contexts. In order to find out and define further e-learning development possibilities at the State Border Guard College the authors of this research explore the scientific literature on the current research findings, methodologies, approaches on developing interactive e-learning systems in educational contexts, particularly within the sphere of law enforcement. Based on scientific literature research findings authors put forward suggestions on improving the e-learning systems for border guards training.

scholarly journals INCA: A cognitive multi-agents architecture for designing intelligent & adaptive learning systems

2005 ◽  
Vol 2 (2) ◽  
pp. 99-114 ◽  
Author(s):  
Thierry Nabeth ◽  
Liana Razmerita ◽  
Albert Angehrn ◽  
Claudia Roda
Keyword(s):  
Knowledge Sharing ◽  
Adaptive Learning ◽  
Management Practices ◽  
Learning Systems ◽  
Learning System ◽  
Cognitive Agents ◽  
E Learning ◽  
Personal Agent ◽  
Adaptive Learning Systems ◽  
Multi Agents

This paper presents a cognitive multi-agents architecture called Intelligent Cognitive Agents (InCA) that was elaborated for the design of Intelligent Adaptive Learning Systems. The InCA architecture relies on a personal agent that is aware of the user's characteristics, and that coordinates the intervention of a set of expert cognitive agents (such as story telling agents, assessment agents, stimulation agents or help agents). This InCA architecture has been applied for the design of K"InCA, an e-learning system aimed at helping people to learn and adopt knowledge-sharing management practices.

Role of Usability in E-Learning System

2015 ◽  
pp. 295-312
Author(s):  
Muhammad Ahmad Amin ◽  
Saqib Saeed
Keyword(s):  
Web Application ◽  
Learning Systems ◽  
Learning System ◽  
Web Application Security ◽  
Usability Problems ◽  
Future Version ◽  
E Learning ◽  
Testing Techniques ◽  
User Friendly

Amongst open-source e-learning systems, WebGoat, a progression of OWASP, provides some room for teaching the penetration testing techniques. Yet, it is a major concern of its learners as to whether the WebGoat interface is user-friendly enough to help them acquaint themselves of the desired Web application security knowledge. This chapter encompasses a heuristic evaluation of this application to acquire the usability of contemporary version of WebGoat. In this context of evaluation, the in-house formal lab testing of WebGoat was conducted by the authors. The results highlight some important issues and usability problems that frequently pop-up in the contemporary version. The research results would be pivotal to the embedding of an operational as well as user-friendly interface for its future version.

Value-Satisfaction Grid of E-Learning Systems

2006 ◽  
pp. 116-122
Author(s):  
Yair Levy
Keyword(s):  
System Approach ◽  
Two Dimensions ◽  
Learning Systems ◽  
Learning System ◽  
Assessment Tools ◽  
Mediated Learning ◽  
Perceived Effectiveness ◽  
E Learning ◽  
Significant Achievement ◽  
Complete Set

This chapter provides the rationale of the first of three tools suggested in this book to assess value and satisfaction of e-learning systems in order to provide an assessment of the effectiveness of such systems. The other two tools are presented in the following chapter. The first tool proposed by the conceptual model is the Value-Satisfaction grid which aggregates the learners’ value and satisfaction with e-learning systems in order to indicate the learners’ perceived effectiveness of e-learning systems. The Value-Satisfaction grid also helps indicate the action and improvement priorities that are needed for the characteristics and dimensions of an e-learning system under study. A proposed method of aggregation of learners’ perceived value of e-learning systems and satisfaction with e-learning systems to construct the Value-Satisfaction grid and the two tools presented in the following chapter is also presented in this chapter. The understanding of the Value-Satisfaction grid provides the first building block toward a complete set of assessment tools of learners’ perceived effectiveness of e-learning systems. The development of this set of tools is a significant achievement as scholars have suggested that prior research in technology mediated learning (TML) lacked the overall system approach and concentrated only on one or two dimensions at a time (Alavi & Leidner, 2001a, p. 9).

Towards Increasing the Efficiency of E-Learning Systems Using Recommendation System Approach

2020 ◽  
pp. 35-55
Author(s):  
Zameer Gulzar ◽  
L. Arun Raj ◽  
A. Anny Leema
Keyword(s):  
System Approach ◽  
Recommendation System ◽  
Learning Systems ◽  
Learning Objectives ◽  
Learning System ◽  
E Learning ◽  
Flexible Delivery ◽  
Algorithmic Techniques ◽  
Information Optimization ◽  
Almost All

Data mining approaches have been tried in e-learning systems for information optimization and knowledge extraction to make decisions. In recent years, the recommendation system has gained popularity in every field be it e-commerce, entertainment, sports, healthcare, news, etc. However, in e-learning system, the recommender systems were not effectively utilized in comparison to other domains and thus emerged as a bottleneck for almost all e-learning systems for not offering flexible delivery of the learning resources. Current e-learning systems lack personalization features, and the information is presented in a static way despite their varying learning objectives and needs. The aim of recommender system is to personalize the information with respect to learner interest. The objective of this study is to highlight various algorithmic techniques that can be used to improve information retrieval process to provide effective recommendations to learners for improving their performance and satisfaction level.

Indexing Serious Games to Meet Adaptive E-Learning System Needs

2020 ◽  
pp. 284-303
Author(s):  
Yassine El Borji ◽  
Mohammed Khaldi
Keyword(s):  
Serious Games ◽  
Main Idea ◽  
Learning Objects ◽  
Learning Systems ◽  
Learning System ◽  
The Other ◽  
E Learning ◽  
Technical Sense ◽  
Application Profile ◽  
Educational Field

This chapter aims to strengthen the integration of serious games in the educational field by providing tools to monitor and assist the progress of learners/players. The main idea is to address the integration aspects and the deployment of serious games in adaptive e-learning systems based on the automatic package and the export of serious games as reusable learning objects (LO). This integration will allow SGs to benefit from the tracking and support features offered by the LMS. On the other hand, LMS can supplement their training offer and reach a certain maturity. The approach aims to meet the specific needs of SGs in terms of metadata so that they can be described, indexed, and capitalized. This is a new application profile of the IEEE LOM standard entitled “SGLOM” integrating fields to describe SGs not only in a technical sense but also by examining the pedagogical and playful criteria. The authors also focus on the integration and extraction aspects of SGs in an LMS using the ADL SCORM 2004 data model that defines how content can be packaged as a SCORM PIF (package interchange file).

scholarly journals To the issue of economic efficiency of public projects in agriculture

2011 ◽  
Vol 57 (No. 5) ◽  
pp. 232-239
Author(s):  
E. Šilerová ◽  
L. Severová ◽  
S. Bendl
Keyword(s):  
Economic Efficiency ◽  
Return Rate ◽  
Learning Systems ◽  
Learning System ◽  
The Public ◽  
Public Projects ◽  
E Learning

It is the task of the economists to assess – under the conditions of the public budgets restrictions – whether the return rate of investments into public projects is sufficient enough in order to justify these projects in comparison to an alternative utilization of the expended resources. Complex e-learning systems, which include both the educational part and the subsequent verification of the students' knowledge, have lately been gaining on popularity in agriculture, in the public ICT projects from the field of education. The objective of the article is to explain the means of expressing economic efficiency of public projects on the example of establishing the Moodle e-learning system.

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