Player/User Types for Gamification

2022 ◽  
pp. 62-85
Author(s):  
Necati Taşkın ◽  
Ebru Kılıç Çakmak
Keyword(s):  
Individual Differences ◽  
Student Characteristics ◽  
Learning Performance ◽  
Design And Development ◽  
Great Expectations ◽  
Educational Environments ◽  
Development Phases

Gamification has created great expectations for education and has become a trend in education. It is not an easy process to integrate gamification into educational environments. The design and development phases of gamification are very important. Therefore, it is necessary to follow a model that will guide the process in gamification designs. Individual differences among students are an important factor affecting their learning performance. In this context, considering student characteristics will increase the effect of gamification in education. Personalized gamification designs that meet the needs and expectations of students will be more effective than one-size-fits-all designs. It can benefit from player/user types in gamification designs to identify individual differences. This chapter aims to discuss player/user types in relation to gamification in the context of education.

Design and Development of an Inclusive Learning Videogames Aimed to Promote the Development of Reading and Writing Skills

2016 ◽  
Vol 7 (2) ◽  
pp. 34-47 ◽  
Author(s):  
Stafano Di Tore ◽  
Iolanda Zollo ◽  
Safa Maffei ◽  
Maurizio Sibilio
Keyword(s):  
Primary Schools ◽  
Recent Literature ◽  
Writing Skills ◽  
Design And Development ◽  
Teaching Resources ◽  
Reading And Writing ◽  
Inclusive Learning ◽  
Applied Technology ◽  
Inclusive Approach ◽  
Development Phases

Inclusive didactics can be defined as the set of strategies, methods and resources that enable the teacher to pay more attention to the personal profile of the student in terms of learning. With reference to the teaching resources applied, technology offers effective opportunities for the implementation of an inclusive approach. The aim of this paper is to illustrate, on the basis of recent literature, how action videogames can foster the development of reading and writing skills in an inclusive way, through the specific types of human-machine interactions on which they are based. In addition, the design and development phases of the game, targeted for pupils attending Italian primary schools, is presented.

Individual Differences and Web-Based Learning

2011 ◽  
pp. 1-24 ◽  
Author(s):  
Michael Grimley ◽  
Richard Riding
Keyword(s):  
Individual Differences ◽  
Current Knowledge ◽  
Potential Interaction ◽  
Learning Preferences ◽  
Learning Performance ◽  
Web Based ◽  
Technical Developments ◽  
Individual Difference Variables ◽  
Memory Efficiency ◽  
Web Based Learning

This chapter considers a range of individual difference variables that have potential relevance to specifically designed Web-based learning packages. These include: cognitive style, working memory efficiency, anxiety, gender, and current knowledge. It discusses, in general terms, the conditions under which the variables are important, and the potential interaction between them in affecting learning performance. The roles of the variables within the context of Web-based learning are then examined. It is argued that technical developments in computer technology that allow materials that can accommodate learning preferences by responding to the student’s choices and learning performance combined with a better psychological understanding of individual differences in learning should result in improved educational effectiveness.

Individualized Web-Based Instructional Design

2011 ◽  
pp. 375-388
Author(s):  
Fethi Inan ◽  
Michael Grant
Keyword(s):  
Instructional Design ◽  
Individual Differences ◽  
Adaptive Methods ◽  
Design And Development ◽  
Web Based ◽  
Individualize Instruction ◽  
Web Based Instruction ◽  
Individual Needs ◽  
Based Instruction ◽  
Instruction Design

Adaptive (Individualized) Web-based instruction provides mechanisms to individualize instruction for learners based on their individual needs. This chapter will discuss adaptive Web-based instruction, paying particular attention to (a) the implications of individual differences to Web-based instruction, (b) the adaptive methods that are available to designers and developers, and (c) the considerations for instruction design and development with adaptive Web-based instruction. The primary purpose of this chapter is to provide a framework to shape the development of future individualized Web-based instruction.

scholarly journals Heritabilities and co-variation among cognitive traits in red junglefowl

2018 ◽  
Vol 373 (1756) ◽  
pp. 20170285 ◽  
Author(s):  
Enrico Sorato ◽  
Josefina Zidar ◽  
Laura Garnham ◽  
Alastair Wilson ◽  
Hanne Løvlie
Keyword(s):  
Individual Differences ◽  
Associative Learning ◽  
Genetic Control ◽  
Reversal Learning ◽  
Cognitive Abilities ◽  
Learning Performance ◽  
Discriminative Learning ◽  
Red Junglefowl ◽  
Judgement Bias ◽  
Cognitive Traits

Natural selection can act on between-individual variation in cognitive abilities, yet evolutionary responses depend on the presence of underlying genetic variation. It is, therefore, crucial to determine the relative extent of genetic versus environmental control of these among-individual differences in cognitive traits to understand their causes and evolutionary potential. We investigated heritability of associative learning performance and of a cognitive judgement bias (optimism), as well as their covariation, in a captive pedigree-bred population of red junglefowl ( Gallus gallus , n > 300 chicks over 5 years). We analysed performance in discriminative and reversal learning (two facets of associative learning), and cognitive judgement bias, by conducting animal models to disentangle genetic from environmental contributions. We demonstrate moderate heritability for reversal learning, and weak to no heritability for optimism and discriminative learning, respectively. The two facets of associative learning were weakly negatively correlated, consistent with hypothesized trade-offs underpinning individual cognitive styles. Reversal, but not discriminative learning performance, was associated with judgement bias; less optimistic individuals reversed a previously learnt association faster. Together these results indicate that genetic and environmental contributions differ among traits. While modular models of cognitive abilities predict a lack of common genetic control for different cognitive traits, further investigation is required to fully ascertain the degree of covariation between a broader range of cognitive traits and the extent of any shared genetic control. This article is part of the theme issue ‘Causes and consequences of individual differences in cognitive abilities’.

scholarly journals Implementation of an Object-Oriented Life Cycle Assessment Framework Using Functional Analysis and Systems Engineering Principles

2017 ◽  
Author(s):  
Shantanu Gadre ◽  
Marcos Esterman ◽  
Brian K. Thorn
Keyword(s):  
Functional Analysis ◽  
Life Cycle Assessment ◽  
Life Cycle ◽  
Systems Engineering ◽  
Object Oriented ◽  
Integrated System ◽  
Design And Development ◽  
Training Requirements ◽  
Development Phases ◽  
Early Phases

Given that a significant percentage of a product’s impacts are defined during design and development, there is a need to effectively integrate Life Cycle Assessment (LCA) into these early phases. However, the lack of standardized practices, the lack of appropriate modeling approaches, data issues, special training requirements for designers, and uncertainties in the results make it difficult to apply LCA in these early stages. In order to address this gap, this work builds on previous research that integrated system engineering and functional analysis into LCA to develop an object-oriented framework for LCA. The framework is applied to a consumer product and the results of the approach demonstrate the potential for an easy to update and scalable LCA model that facilitates comparability. Each module in this model can be developed separately and integrated effectively into a larger model guided by functional analysis techniques. This framework holds the promise to better integrate LCA into the design and development phases.

Paper 15: Factors in the Design of Automatic Flow Benches for Carburettor Inspection

1968 ◽  
Vol 183 (5) ◽  
pp. 34-44
Author(s):  
G. L. Lawrence ◽  
R. J. Firth
Keyword(s):  
Production Control ◽  
Emission Control ◽  
Exhaust Emission ◽  
Design And Development ◽  
Control Programmes ◽  
Basic Parameters ◽  
Development Phases ◽  
Definition Of

This paper examines the basic parameters concerned in the definition of automated flow bench equipment for the production control of carburettor metering standards—particularly as they are concerned in exhaust emission control programmes—and discusses some of the problems encountered during the design and development phases.

scholarly journals Design and Development of Mobile Application for Parking Reservation System

2019 ◽  
Vol 4 (2) ◽  
pp. 49-59
Author(s):  
Ray Adderley Jm Gining ◽  
S.S.M Fauzi ◽  
Muhammad Nabil Fikri Jamaluddin ◽  
Muhammad Akram Marizalee ◽  
Tajul Rosli Razak ◽  
...  
Keyword(s):  
Urban Area ◽  
Mobile Application ◽  
City Council ◽  
Design And Development ◽  
Emerging Country ◽  
Development Phases ◽  
Reservation System ◽  
The City ◽  
Current Procedure

Every emerging country face the issue of public parking congestion in the urban area. Ignoring the issue would breed a series of problems; from traffic disruption to violating the laws related to traffic. In Malaysia, the City Council has made an effort to mitigate the problem by using a coupon - which largely handled manually by the user by purchasing and paying the coupon through a machine. However, the procedure of using a coupon is considered inefficient due to challenges such as; extensive time, coupon exploitation and material waste. Therefore, to mitigate the problem surfaced in the current procedure, a mobile application is developed to handle the parking reservation process. The reservation process included the function to view the parking's availability thus presented the user the advantage of reserving parking earlier in the case of parking usage are at the peak. This paper highlighted the requirement identification and design and development phases.

scholarly journals Idiosyncratic learning performance in flies generalizes across modalities

2021 ◽  
Author(s):  
Matthew Smith ◽  
Kyle S. Honegger ◽  
Glenn Turner ◽  
Benjamin de Bivort
Keyword(s):  
Individual Differences ◽  
Neural Circuit ◽  
Bitter Taste ◽  
Model Organism ◽  
Fruit Fly ◽  
Learning Performance ◽  
Suitable Model ◽  
Mechanistic Basis ◽  
Innate Behaviors ◽  
Stimulus Modalities

AbstractIndividuals vary in their innate behaviors, even when they have the same genome and have been reared in the same environment. The extent of individuality in plastic behaviors, like learning, is less well characterized. Also unknown is the extent to which intragenotypic differences in learning generalize: if an individual performs well in one assay, will it perform well in other assays? We investigated this using the fruit fly Drosophila melanogaster, an organism long-used to study the mechanistic basis of learning and memory. We found that isogenic flies, reared in identical lab conditions, and subject to classical conditioning that associated odorants with electric shock, exhibit clear individuality in their learning responses. Flies that performed well when an odor was paired with shock tended to perform well when other odors were paired with shock, or when the original odor was paired with bitter taste. Thus, individuality in learning performance appears to be prominent in isogenic animals reared identically, and individual differences in learning performance generalize across stimulus modalities. Establishing these results in flies opens up the possibility of studying the genetic and neural circuit basis of individual differences in learning in a highly suitable model organism.

scholarly journals Conceptualizing Success And Performance for Adult Learners: Merging the Contexts of Adult Education and Professional Training

2017 ◽  
Vol 9 (1) ◽  
pp. 57-62
Author(s):  
Gil Rieger
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Professional Training ◽  
Learning Performance ◽  
Learning Theories ◽  
Critical Examination ◽  
Learning Success ◽  
Educational Environments ◽  
And Performance ◽  
Historical Developments

Abstract This article examines the concepts of learning performance and learning success within the context of adult learners. The focus is on how these concepts have been defined in the literature, as they are anchored in different didactic theories and how they can effectively be applied to learning contexts with adults. Due to the divergent approaches and definitions in the literature, this article compares, categorizes and merges the literature, providing an overview and recommendations for practice. The overview refers to a critical examination of constructivism based approaches compared to other didactic learning theories such as cognitivism or behaviorism. Adult education presents itself as a dynamic area that can develop progressively, in both the professional and educational environments. Nowadays, it is important to be able to collect and use information quickly. This makes it possible to gain an advantage and deal with problems or questions in more focused ways. One must deal with increasing demands and a higher number of competitors not only in professional life. A synthesis of the literature can be presented by examining the terms of learning performance and learning success in different approaches, regarding implementations, definitions, historical developments as well as continuative and connected concepts, tendencies or point of views.

scholarly journals What drives individual differences in statistical learning? The role of perceptual fluency and familiarity

2018 ◽  
Author(s):  
Amy Perfors ◽  
Evan Kidd
Keyword(s):  
Individual Differences ◽  
Statistical Learning ◽  
Learning Task ◽  
Perceptual Fluency ◽  
Learning Performance ◽  
Visual Modality ◽  
Learning Skills ◽  
Domain Specific ◽  
Different Levels

Humans have the ability to learn surprisingly complicated statistical information in a variety of modalities and situations, often based on relatively little input. These statistical learning (SL) skills appear to underlie many kinds of learning, but despite their ubiquity, we still do not fully understand precisely what SL is and what individual differences on SL tasks reflect. Here we present experimental work suggesting that at least some individual differences arise from variation in perceptual fluency — the ability to rapidly or efficiently code and remember the stimuli that statistical learning occurs over. We show that performance on a standard SL task varies substantially within the same (visual) modality as a function of whether the stimuli involved are familiar or not, independent of stimulus complexity. Moreover, we find that test-retest correlations of performance in a statistical learning task using stimuli of the same level of familiarity (but distinct items) are stronger than correlations across the same task with different levels of familiarity. Finally, we demonstrate that statistical learning performance is predicted by an independent measure of stimulus-specific perceptual fluency which contains no statistical learning component at all. Our results suggest that a key component of SL performance may be unrelated to either domain-specific statistical learning skills or modality-specific perceptual processing.

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