scholarly journals OneUp: Supporting Practical and Experimental Gamification of Learning

2018 ◽  
Vol 5 (3) ◽  
pp. 5-21 ◽  
Author(s):  
Darina Dicheva ◽  
Keith Irwin ◽  
Christo Dichev
Keyword(s):  
Student Performance ◽  
Game Design ◽  
Learning Activities ◽  
Usability Study ◽  
Dynamic Problems ◽  
End User ◽  
Software Support ◽  
User Perspective ◽  
Design Elements ◽  
Academic Courses

Gamification of education is still evolving. It lacks systematic studies assessing its effect in different learning contexts. Creating gamified courses is still difficult, since there is a lack of sufficient understanding of how to gamify learning and appropriate software support is missing. As a response to these challenges, we developed OneUp  ̶ a customizable platform aimed at facilitating the process of gamifying academic courses and enabling contextual studies on educational gamification. In this paper we rationalize our approach to building OneUp and present the underlying principles and motivations guiding its design. We also describe the platform functionality which includes support for integrating game design elements in learning activities, creating dynamic problems, and visualizing student performance and progress. At the end, we present a usability study of the platform and the assessment results from an end user perspective.

scholarly journals The Development of Autonomous Student Learning Networks: Patterns of Interactions in an Open World Learning Environment for Teachers Exploring Teaching with and through Computer Science

2021 ◽  
Vol 13 (16) ◽  
pp. 8696
Author(s):  
Gerald Ardito ◽  
Betül Czerkawski
Keyword(s):  
Network Analysis ◽  
Computer Science ◽  
Game Design ◽  
Autonomy Support ◽  
Learning Activities ◽  
Learning Activity ◽  
Learning Networks ◽  
Design Elements ◽  
Open World ◽  
Learning Platform

This pilot case study sought to investigate patterns of interactions between learners and their instructor in a teacher education course called “Computer Science for Teachers”. This course was constructed to leverage aspects of open world game design elements in order to investigate the effects of degrees of autonomy in gameplay/learning. This course was conducted in a specially built social learning platform based on Elgg software. Student interactions with the instructor and other students in this course were analyzed to determine the learning networks students constructed during each key learning activity as well as the epistemic spaces defined by these interactions. Descriptive statistics along with social network analysis (SNA) and epistemic network analysis (ENA) were used to investigate these data. The findings indicate that more traditional/less open world gaming type learning activities were associated with learning networks and epistemic spaces that were teacher-centered and narrower, while more open world gaming/high levels of autonomy (student-centric) learning activities were associated with learning networks that were highly decentralized and epistemic spaces that featured students asking and answering questions of/for one another. These findings were consistent with existing research into player behavior in open world type games and learner behavior in settings with high levels of autonomy support. Implications for further research are discussed.

scholarly journals A Meta-Analysis on the Impact of Gamification over Students’ Motivation

2021 ◽  
Vol 9 (4) ◽  
pp. 417-422
Author(s):  
Assem Tanirbergenovna Mamekova ◽  
◽  
Nurgul Korgadjanovna Toxanbayeva ◽  
Khapiza Tanirbergenovna Naubaeva ◽  
Slushash Sabitovna Ongarbayeva ◽  
...  
Keyword(s):  
Game Design ◽  
Academic Motivation ◽  
Meta Analysis ◽  
Learning Motivation ◽  
Learning Activities ◽  
Education Students ◽  
Design Elements ◽  
Moderating Factors ◽  
Research Findings ◽  
The Impact

Controversy surrounds the effectiveness of educational gamification on learners’ motivation to study. Prior papers attempting to summarize the available empirical evidence on the topic encompass too many additional domains like the academic performance so that the motivational point is discentrated. Hence, the current meta-analysis aimed to synthesize research findings limited to the clearly stated impact of gamification on higher education students’ academic motivation. Results from random effects proportion meta-analysis applied to seven relevant studies with a total of 368 students showed a pooled proportion of 29.68%. In other words, game design elements incorporated into the learning activities were significantly motivating for only about one-third of participants. The assumption of homogeneity was violated for certain reasons. As part of the discussion, previous scholars’ efforts to identify moderating factors of successful gamification were overviewed, and their practicality was questioned. It is concluded that the issue of whether educational gamification can amplify students’ learning motivation remains an area for further research.

scholarly journals Robo Ludens

2021 ◽  
Vol 10 (4) ◽  
pp. 1-28
Author(s):  
John Edison MUñOZ ◽  
Kerstin Dautenhahn
Keyword(s):  
Human Behavior ◽  
Scoping Review ◽  
Game Design ◽  
Research Community ◽  
Human Robot Interaction ◽  
Multiplayer Games ◽  
Robot Interaction ◽  
Design Elements ◽  
Comprehensive List ◽  
Suitable Solution

The use of games as vehicles to study human-robot interaction (HRI) has been established as a suitable solution to create more realistic and naturalistic opportunities to investigate human behavior. In particular, multiplayer games that involve at least two human players and one or more robots have raised the attention of the research community. This article proposes a scoping review to qualitatively examine the literature on the use of multiplayer games in HRI scenarios employing embodied robots aiming to find experimental patterns and common game design elements. We find that researchers have been using multiplayer games in a wide variety of applications in HRI, including training, entertainment and education, allowing robots to take different roles. Moreover, robots have included different capabilities and sensing technologies, and elements such as external screens or motion controllers were used to foster gameplay. Based on our findings, we propose a design taxonomy called Robo Ludens, which identifies HRI elements and game design fundamentals and classifies important components used in multiplayer HRI scenarios. The Robo Ludens taxonomy covers considerations from a robot-oriented perspective as well as game design aspects to provide a comprehensive list of elements that can foster gameplay and bring enjoyable experiences in HRI scenarios.

Kyoto and gas use: End user perspective

Natural Gas ◽  
2007 ◽  
Vol 14 (7) ◽  
pp. 21-23
Author(s):  
Edward J. Grenier
Keyword(s):  
End User ◽  
User Perspective

Spreadsheets and OR/MS Models: An End-User Perspective

1996 ◽  
Vol 26 (2) ◽  
pp. 92-104 ◽  
Author(s):  
Linda Leon ◽  
Zbigniew Przasnyski ◽  
Kala Chand Seal
Keyword(s):  
End User ◽  
User Perspective

scholarly journals Internet-of-Things and Smart Homes for Elderly Healthcare: An End User Perspective

IEEE Access ◽  
2018 ◽  
Vol 6 ◽  
pp. 10483-10496 ◽  
Author(s):  
Debajyoti Pal ◽  
Suree Funilkul ◽  
Nipon Charoenkitkarn ◽  
Prasert Kanthamanon
Keyword(s):  
Internet Of Things ◽  
Smart Homes ◽  
End User ◽  
User Perspective ◽  
Elderly Healthcare

Mandatory urban rainwater harvesting: learning from experience

2012 ◽  
Vol 65 (7) ◽  
pp. 1200-1207 ◽  
Author(s):  
Jeremy Gabe ◽  
Sam Trowsdale ◽  
Diveshkumar Mistry
Keyword(s):  
Urban Areas ◽  
Rainwater Harvesting ◽  
Marginal Utility ◽  
Empirical Knowledge ◽  
Costs And Benefits ◽  
Learning From Experience ◽  
End User ◽  
User Perspective ◽  
The Social ◽  
Semistructured Interviews

Rainwater harvesting is effectively mandated in several urban areas of New Zealand. To understand the costs and benefits of rainwater harvesting from an end-user perspective, semistructured interviews were conducted with 14 homeowners in northern Auckland affected by these regulations. Residents report differences in four aspects of urban rainwater infrastructure – security of supply, water quality, the learning process and financial costs – that could represent key values for public acceptance. When responses are examined from the perspective of experience that has built empirical knowledge, participants explained how their satisfaction with rainwater harvesting increased over time. We hypothesise that for those lacking experience, urban rainwater consumption is a function of empirical knowledge and has initially rising marginal utility. Regulation that recognises the costs of social learning is likely to be a more effective pathway towards maximising the social benefits associated with integrated urban water management.

It’s All Fun and Games: The Role of Gamification in E-banking

2021 ◽  
Vol 65 (1) ◽  
pp. 1297-1301
Author(s):  
Meenu Sethu ◽  
Dan Nathan-Roberts
Keyword(s):  
Financial Institutions ◽  
Game Design ◽  
Customer Engagement ◽  
The Internet ◽  
Design Elements ◽  
Online Transactions ◽  
Game Mechanics ◽  
Factors Influencing ◽  
Novel Approach

Traditional banks and financial institutions have witnessed a profound transformation to electronic banking with the rise of the internet over the last two decades. However, most digital banking customers do not feel that the activity of managing their money and making online transactions is exciting or enjoyable. The gamification of e-banking systems is a novel approach for promoting customer engagement that is gaining popularity. This work reviews the factors influencing the adoption of e-banking and how gamification can be used to improve customer engagement, loyalty, and financial wellbeing. An exploration of the most extensively used game design elements in gamified e-banking applications suggests that the use of certain game mechanics and characteristics can be effective in creating enjoyable banking experiences. Based on this research, a set of guidelines is provided for designers and practitioners for introducing game principles in e-banking applications.

scholarly journals Integrating Health Behavior Theory and Design Elements in Serious Games

2020 ◽  
Author(s):  
Colleen Cheek ◽  
Theresa Fleming ◽  
Mathijs FG Lucassen ◽  
Heather Bridgman ◽  
Karolina Stasiak ◽  
...  
Keyword(s):  
Health Behavior ◽  
Behavior Change ◽  
Game Design ◽  
Serious Games ◽  
Well Being ◽  
Health Behavior Change ◽  
Serious Game ◽  
User Perceptions ◽  
Design Elements ◽  
User Centered

Background Internet interventions for improving health and well-being have the potential to reach many people and fill gaps in service provision. Serious gaming interfaces provide opportunities to optimize user adherence and impact. Health interventions based in theory and evidence and tailored to psychological constructs have been found to be more effective to promote behavior change. Defining the design elements which engage users and help them to meet their goals can contribute to better informed serious games. Objective To elucidate design elements important in SPARX, a serious game for adolescents with depression, from a user-centered perspective. Methods We proposed a model based on an established theory of health behavior change and practical features of serious game design to organize ideas and rationale. We analyzed data from 5 studies comprising a total of 22 focus groups and 66 semistructured interviews conducted with youth and families in New Zealand and Australia who had viewed or used SPARX. User perceptions of the game were applied to this framework. Results A coherent framework was established using the three constructs of self-determination theory (SDT), autonomy, competence, and relatedness, to organize user perceptions and design elements within four areas important in design: computer game, accessibility, working alliance, and learning in immersion. User perceptions mapped well to the framework, which may assist developers in understanding the context of user needs. By mapping these elements against the constructs of SDT, we were able to propose a sound theoretical base for the model. Conclusions This study’s method allowed for the articulation of design elements in a serious game from a user-centered perspective within a coherent overarching framework. The framework can be used to deliberately incorporate serious game design elements that support a user’s sense of autonomy, competence, and relatedness, key constructs which have been found to mediate motivation at all stages of the change process. The resulting model introduces promising avenues for future exploration. Involving users in program design remains an imperative if serious games are to be fit for purpose.

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