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Sæter, Sondre Løberg, and Bjørnar Valle. "Promotion of Reflective Learning through Gamification." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for datateknikk og informasjonsvitenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-23434.
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This thesis suggests that the use of game elements may improve the results in processes of reflective learning. The inclusion of game elements in an existing application called ?Timeline? is used as a case study for testing our hypothesis.During the last few years there has been an explosive interest in gamification for a wide range of purposes, from marketing to education. The term gamification may be defined as the use of game elements to motivate people in performing non-game tasks.The effects of gamification have been proven in various environments before, but are not yet widely studied in the field of reflective learning. Reflective learning is the process of looking back on an experience and breaking it down into significant aspects in order to gain a deeper understanding of the factors affecting the outcome, and thereby improving future action. The thesis explores academic literature on gamification and reflective learning, and the possible impact of gamification on reflection is tested in a case study, where we incorporate game elements into an existing application for reflective learning. The new application is then tested on a group of participants who afterwards answer a survey. The results indicate that game elements can effectively motivate users to enjoy performing non-game tasks in reflective learning, specifically the task of data collection. The study also highlights possible side effects of incorporating game elements with competition and scores. Some users exploited the application's weaknesses to achieve higher scores in a way that did not enhance the act of reflection. Our conclusion is that gamification may be a useful tool in the field of reflective learning. It should, however, be used with care as it is more effective on certain tasks and some users may exploit weaknesses to achieve higher scores.
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Fischer, Helge, Corinna Lehmann, and Matthias Heinz. "LOS geht’s! Learning Experience durch Gamification." TUDpress, 2019. https://tud.qucosa.de/id/qucosa%3A36573.
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Mit der Digitalisierung im Bildungsbereich sind Hochschulen aufgefordert, neue und mit digitalen Technologien angereicherte Lehr- und Lernformate bereitzustellen. Die sächsischen Hochschulen können dafür auf eine flächendeckende, technologische Infrastruktur [u. a. das Lernmanagementsystem (LMS) OPAL] zurückgreifen. Im Lehralltag zeigen sich jedoch fach- und hochschulübergreifend ähnliche Phänomene: Die digitalen Infrastrukturen werden vorwiegend für administrative Zwecke (bspw. für Kurseinschreibung oder Materialbereitstellung) und nur in geringem Maße zur innovativen Gestaltung von Lehr-Lern-Arrangements genutzt. Dabei bietet die vorhandene Infrastruktur reichlich Potenzial für motivational anspruchsvolle, digitale Lehr-Lern-Arrangements in allen Fachgebieten. Mit der Steigerung der Learning Experience, also der Lernerfahrung, sollen positive Emotionen geweckt und für den Lernprozess genutzt werden. Lernen soll Freude machen. Mit dem Projekt LOS (Learning Experience in OPAL mit Spielelementen) wird ein frei zugängliches Transfer- und Weiterbildungsangebot aufgebaut, mit dem Lehrende für die Steigerung der Learning Experience ihrer Lernangebote durch den Einsatz von Spielelementen sensibilisiert und qualifiziert werden. Damit soll langfristig die Attraktivität und der Nutzungsgrad der sächsischen Lernplattform aus Sicht aller akademischen Stakeholder gesteigert werden. Der Beitrag stellt Zielstellungen und Maßnahmen des Projektes LOS vor und skizziert zunächst allgemein das Konzept der Gamification sowie dessen pädagogischen Potenziale für die Hochschullehre. [... aus Punkt 1]
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Herbert, Barry John Patrick. "The gamification of learning in virtual worlds." Thesis, Ulster University, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676528.
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Чернець, М. О. "Using gamification to enhance foreign language learning." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/15217.
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Villagrasa, Falip Sergio. "Technologies enhanced learning and gamification for teaching and learning innovation." Doctoral thesis, Universitat Ramon Llull, 2016. http://hdl.handle.net/10803/351961.
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La present memòria de tesi, aborda d'un mode interdisciplinar i holístic l'ús d'estratègies de joc (conegudes com gamificació) per incrementar la motivació de l'estudiant universitari usant les anomenades TEL (Technology Enhanced Learning). Amb l'ús d'aquest tipus de tecnologies (entre les que es podrien trobar la Realitat Virtual, RV, la Realitat Augmentada, RA; mètodes híbrids de presentació, etc.) es pretén aconseguir una manera de fer més eficaç, eficient i satisfactoria en l'adquisició de determinades competències.
Aquest plantejament basat en tècniques d'investigació lligades a l'experiència d'usuari (UX), es focalitza en millorar el rendiment acadèmic (currículum) dels alumnes objecte d'estudi: estudiants de 1r i 2n any dels graus d'Arquitectura, Ciències i Tecnologies de la Construcció i Enginyeria Multimèdia (La Salle Campus Barcelona, Universitat Ramon Llull).
La tesi comença definint els objectius i hipòtesis de treball, per a continuació analitzar les metodologies de l'aprenentatge i de l'educació, i presentar la metodologia emprada en la investigació. Seguidament es centra en els aspectes de l'avaluació de la motivació, la tecnologia TEL i la gamificació aplicada a l'educació.
S'han desenvolupat diferents casos d'estudi en les matèries d'Eines Informàtiques I - II i Animació per Ordinador I - II de les àrees anteriorment indicades. Aquestes matèries comparteixen una sèrie de competències transversals: capacitat espacial, treball autònom i en equip, habilitat informàtica, visualització tridimensional. La introducció de mètodes gamificats per a la millora en l'adquisició d'aquestes competències i l'avaluació dels sistemes tecnològics utilitzats per a la seva consecució, és sens dubte, el fet diferencial i innovador d'aquesta tesi.
Els articles presentats per compendi en aquesta tesi són un clar exemple dels resultats obtinguts. En ells es pot observar, com l'ús conjunt de mecàniques de joc i tecnologies avançades de visualització generen una major motivació de l'estudiant. Aquests resultats comporten una més ràpida i millor adquisició de les competències on es comproba una correlació directa d’una millora curricular.La presente memoria de tesis, aborda de un modo interdisciplinar y holístico el uso de estrategias de juego (conocidas como gamificación) para incrementar la motivación del estudiante universitario usando las denominadas TEL (Technology Enhanced Learning). Con el uso de este tipo de tecnologías (entre las que se podrían encontrar la Realidad Virtual, RV; la Realidad Aumentada, RA; métodos híbridos de presentación, etc) se pretende conseguir un modo más eficaz, eficiente y satisfactorio en la adquisición de determinadas competencias. Este planteamiento basado en técnicas de investigación ligadas a la eXperiencia de Usuario (UX), se focaliza en mejorar el rendimiento académico (curriculum) de los alumnos objeto de estudio: estudiantes de 1er y 2º año de los grados de Arquitectura, Ciencias y Tecnologías de la Construcción e Ingeniería Multimedia (La Salle Campus Barcelona, Universitat Ramon Llull). La tesis comienza definiendo los objetivos e hipótesis de trabajo, para a continuación analizar las metodologías del aprendizaje y de la educación, y presentar la metodología empleada en la investigación. Seguidamente se centra en los aspectos de la evaluación de la motivación, la tecnología TEL y la gamificación aplicada en la educación. Se han desarrollado diferentes casos de estudio en las materias de Herramientas Informáticas I - II y Animación por Ordenador I - II de las áreas anteriormente indicadas. Dichas materias comparten una serie de competencias transversales: capacidad espacial, trabajo autónomo y en equipo, habilidad informática, visualización tridimensional. La introducción de métodos gamificados para la mejora en la adquisición de dichas competencias y la evaluación de los sistemas tecnológicos utilizados para su consecución, es sin duda alguna, el hecho diferencial e innovador de esta tesis. Los artículos presentados por compendio en esta tesis son un claro ejemplo de los resultados obtenidos. En ellos se puede observar, como el uso conjunto de mecánicas de juego y tecnologías avanzadas de visualización generan una mayor motivación del estudiante. Estos resultados conllevan una más rápida y mejor adquisición de las competencias lo cual se correla directamente con una mejora curricular.
This PhD dissertation addresses an interdisciplinary and holistic manner using game strategies (known as gamificación) to increase the motivation of college student using TEL (Technology Enhanced Learning). With the use of these technologies (among them could find the Virtual Reality, RV, Augmented Reality, RA; hybrid methods of presentation, etc) is to achieve a more effective, efficient and satisfactory manner in the acquisition of certain competences. This research based on techniques related to user experience (UX) approach focuses on improving academic performance (curriculum) of students under study: students 1st and 2nd year of the Degree of Architecture, Building Engineering and Multimedia Engineering (La Salle Campus Barcelona, Universitat Ramon Llull). The thesis begins defining the objectives and working hypotheses, then analyze the methodologies of learning and education, and the methodology used in the investigation. Then it focuses on aspects of assessing motivation, TEL and gamification technology applied in education. They have developed different case studies in the areas of software tools I - II and Computer Animation I - II of the areas indicated above. These materials have a number of generic skills: spatial ability, autonomous and team work, computer skills, three-dimensional visualization. Gamification methods for acquiring these skills and assessment of technological systems undoubtedly innovative differential fact of this thesis. The papers presented in this thesis by compendium are a clear example of the results obtained. These papers explain how game mechanics and advanced display technologies generate greater student motivation. These results imply a faster and better acquisition of skills which are directly correlates with curriculum improvement.
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Schöbel, Sofia [Verfasser]. "Exploring gamification in digital learning environments : conceptual and empirical foundations for gamification designs / Sofia Schöbel." Kassel : kassel university press c/o Universität Kassel - Universitätsbibliothek, 2021. http://d-nb.info/1231373431/34.
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Abu, Dawood Sumayah Mohammadlutfi. "Students' Attitudes toward Educational Gamification in Online Learning Environments." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505265/.
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This study explored undergraduate and graduate students' attitudes toward the pleasurability of educational gamification in online learning environments. The study is a sequential explanatory mixed-methods research that investigated students' attitudes quantitatively, then qualitatively. In the quantitative phase, an online survey, the Pleasurable Learning Experiences scale (PLLEXs), was administrated at one of the largest public southwestern universities in the U.S. (N = 119). The qualitative phase involved conducting eight semi-structured interviews with selected participants. The PLLEXs uses a 4-point Likert scale that encompasses 4 subscales: (a) Preferences for Instructions, (b) Preferences for Instructors' Teaching Styles, (c) Preferences for Activities, and (d) Preferences for Learning Effectiveness. A series of analyses of variances (ANOVAs) were used to identify predictors of students' overall attitudes toward educational gamification. The main findings were: (a) students had strong preferences toward educational gamification with Preferences of Instructions rated the highest subscale and Preferences for Activities rated the lowest subscale, (b) major was a statistically significant predictor of students' attitudes toward educational gamification, (c) international students had statistically significant lower preferences toward educational gamification compared with U.S. domestic students, (c) online learning experiences measured by the number of previous online courses and the number of hours spent weekly on computers for academic-related work were statistically significant predictors of students' attitudes toward educational gamification, (d) instructor's feedback was the most important aspect and online collaboration was the most challenging aspect in online learning environments, and (e) the use of multimedia in LMSs can support or hinder teaching and learning activities.
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Bardwell, Tina. "Gamification with leveling up: Effects on learning science and motivation toward learning science." Otterbein University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1592234236072612.
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Hammarström, Sara, and Jonne Wikberg. "Gamification - digital design för att motiveralärande." Thesis, Högskolan i Halmstad, Akademin för informationsteknologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-29438.
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Blended learning blir allt vanligare inom högskoleutbildningar och majoriteten av kurser äridag kopplade till onlineportaler. För att enkelt kombinera klassrumsundervisning medonline learning används olika learning management system (LMS). Lärare kan dock intealltid förlita sig på att studenterna har en inre motivation och entusiasm till att lära, det finnsdock möjligheter att påverka den inre motivationen med hjälp av yttre faktorer. Medgamification används yttre motiverande faktorer för att skapa en rolig och engagerandemiljö utan att påverka studiernas trovärdighet. Gamification innebär att komponenter avspeldesign används utanför spelkontexten. Detta kan leda till ökad motivation hos studenterna.För att förstå olika typer av motivation bättre används Self-determination theory (SDT).Utifrån spelelement som lyfts fram i litteratur bekräftar eller bestrider och kompletterardenna uppsats detta med en empirisk studie som utgår ifrån en gamifierad kurs på högskolenivå.Spelelementen analyseras med SDT för att se hur de påverkar de tre inre psykologiskabehoven. Utifrån detta skapades tre designmönster som är till för att stödja utvecklare ochadministratörer av LMS då en gamifierad kurs utformas.Blended learning is becoming more common within university education and the majoritiesof courses today are connected to an online portal. To easily combine teaching in theclassroom with online learning different types of learning management systems (LMS) arebeing used. Even though teachers cannot always put their trust in the students’ intrinsicmotivation and enthusiasm for learning, it is possible to affect the intrinsic motivation withthe help of extrinsic factors. With gamification extrinsic factors are used to create a fun andengaging environment without affecting the credibility of the studies. Gamification meansthat components of game design are used outside the context of gaming. This can lead to anincrease in motivation for the students. To better understand different types of motivationSelf-determination theory (SDT) is used. Based on the gameplay elements identified inscholarly texts this thesis confirms or denies, and complements this with an empirical studybased on a gamified course at university level. The gameplay elements were analyzed withSDT to see how they affected the three intrinsic psychological needs. Based on this, threedesign patterns were created to support developers and administrators of LMS whenforming a gamified course.
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Ricchello, Alessandro. "Gamification e micro-learning in app per l'apprendimento della matematica." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2015. http://amslaurea.unibo.it/8234/.
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Larsson, Love. "Framework for Increased Intrinsic Motivation using Gamification Strategies in E-Learning." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-175599.
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This paper explores how intrinsic motivation can be increased by making use of meaningful gamification strategies in an E-Learning environment. A framework for increased intrinsic motivation in E-Learning, based on existing gamification strategies is proposed. The proposed strategies are: Meaning & Framing, Autonomy & Freedom of Choice, Mastery & Reflection and Social Connection & Relatedness. The framework is implemented into a case design: an introductory online course for coding at the Royal Institute of Technology (KTH). The design was discussed in a focus group. The findings from that focus group along with the proposed design strategies formed the basis for the discussion. The results showed that this framework has promise, but a proper implementation of the case design would be required in order to truly validate or dismiss the framework. It was also found that the user situation and the context of the learning were important to keep in mind when designing for meaningful gamification. Thus, Context & User Situation was added to the framework.Detta arbete utforskar hur inre motivation kan ökas genom att använda så kallade meningsfulla spelifieringstekniker i miljöer för E-lärande. Ett ramverk baserade på existerande spelifieringstrategier togs fram. Ramverket innehåller följande strategier: Mening & Inramning, Autonomi & Fria Val, Bemästrande & Reflektion samt Social Anknytning & Samhörighet. Ramverket implementerades i ett design-case: en introduktionskurs för programmering vid Kungliga Tekniska Högskolan (KTH) i Stockholm. Designen diskuterades och utvärderades i en fokusgrupp. Resultaten från den fokusgruppen bidrar till vidare diskussion om hur ramverket träffar målet om ökad inre motivation. Slutsatsen för arbetet blev att ramverket är lovande, men en riktig implementation av designen skulle behövas för att fullständigt validera eller avfärda det. Resultaten visar också på att användarens situation och i vilken kontext lärandet sker är viktiga att ta hänsyn till när det handlar om att designa för inre motivation. Således lades Kontext & Användarsituation till i ramverket.
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Rebelo, Sofia Isabel Carmo. "Gamification enquanto ferramenta de engagement : aplicação aos sites de e-learning." Master's thesis, Instituto Superior de Economia e Gestão, 2017. http://hdl.handle.net/10400.5/15071.
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Mestrado em Gestão de Sistemas de InformaçãoCom o fenómeno da Globalização e com o surgimento das Tecnologias da Informação e Comunicação, o nosso quotidiano sofreu algumas transformações. Transformações na forma como vivemos, trabalhamos, nos divertimos e, até, como aprendemos. A distância e o tempo deixaram de ser um entrave e, tiveram de surgir novas formas de relacionamento entre pessoas e com as marcas. Este estudo vem demonstrar a importância da Gamification enquanto ferramenta útil para obter o Engagement, a motivação, a ativação dos comportamentos dos utilizadores, bem como a fidelização dos mesmos. Assumindo que, Gamification é a utilização de elementos de jogo em ambientes distintos de jogos, tendo como objetivo primordial a obtenção de Engagement dos utilizadores, de modo a criar valor para todas as partes envolvidas no processo. Dada a abrangência desta temática, a presente dissertação opta por abordar Gamification enquanto ferramenta de Engagement numa vertente educacional, mais especificamente, no E-Learning. O principal objetivo de estudo consistirá na compreensão do tipo de relação existente entre a utilização de ferramentas de Gamification e o grau de envolvimento dos utilizadores num website de E-Learning. Para este efeito, serão recolhidos dados aplicando duas metodologias: Análise dos principais sites de E-Learning; e Questionário a investigadores. Os dados obtidos permitirão demonstrar a relação positiva entre a aplicação de ferramentas de Gamification e o grau de Engagement, bem como, apresentar as melhores métricas de medição e as ferramentas que têm maior impacto sobre essas métricas.
With the phenomenon of Globalization and the emergence of Information and Communication Technologies, our daily lives have undergone drastic changes. Changes in the way we live, work, play, and even learn. The distance and the time are no longer an obstacle and, consequently, new forms of relationship between people and brands have to emerge. This study demonstrates the importance of the Gamification as a useful tool to obtain the Engagement, the motivation, the activation of the users behaviors, as well as the loyalty of the same ones. Assuming for this purpose that, Gamification is the use of elements of game in non-games environments, having as main goal the achievement of the users Engagement, in order to create value for all the parties involved in the process. Given the scope of this theme, the present dissertation chooses to approach Gamification as an Engagement tool in an educational field, more specifically in E-Learning. The main goal of this study will be to understand the type of relationship between the use of Gamification tools and the degree of user Engagement in an E-Learning website. For this purpose, data will be collected through two methodologies: Analysis of the main E-Learning sites; and Surveys to experts. By means of which a positive relationship between the application of Gamification tools and the degree of Engagement will be proved, as well as the best measurement metrics and the tools that have the greatest impact on these metrics.
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Tjus, Johanna, and Pontus Thompson. "Gamification inom vården : att använda spel för lärande." Thesis, Högskolan Väst, Avd för informatik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-16564.
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This study explores a learning tool that uses gamification. Gamification refers to the act of using game elements for a process that is not typically related to gaming, for the purpose to enhance engagement and motivation of the user. It is a game called SIP-spelet and has been developed for the purpose of facilitating the handling and learning of Samordnad individuell plan (SIP) in a region called Västra Götalandsregionen in Sweden. The study also explores gamification as a learning method and the role of gamification in healthcare. The game has been tested and evaluated by a selected target group. The data collection method has been via a questionnaire. This study uses mostly qualitative questions but does also use some quantitative questions for the collection of data. The results show that SIP-spelet is considered a valuable learning tool and that when gamification is used in a correct way it is a useful learning method that makes users motivated and engaged in their learning.Denna studie undersöker ett inlärningsverktyg som använder gamification. Gamification innebär att använda spelelement på en process som vanligtvis inte är relaterat till ett spel, i syfte av att förbättra användares engagemang och motivation. Det är ett spel som heter SIP-spelet och har skapats i syfte att underlätta hantering och lärande av Samordnad individuell plan (SIP) i Västra Götalandsregionen. Studien undersöker också gamification som inlärningsmetod och gamifications roll inom vården. Spelet har testats och utvärderats av vald målgrupp. Datainsamlingsmetoden har varit via ett frågeformulär. Denna studie är till störst del kvalitativ men har använt några kvantitativa frågor för insamlingen av data. Resultatet visar att SIP-spelet anses vara ett bra inlärningsverktyg och att när gamification används på rätt sätt är det en användbar inlärningsmetod som gör användare motiverade och engagerade i sitt lärande.
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Calabrese, Christian. "Utilizzo della Gamification a supporto dell’apprendimento della medicina veterinaria." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2017.
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Questo lavoro di tesi riguarda lo sviluppo di un prototipo di sistema per l'apprendimento online di materie veterinarie facendo utilizzo di tecniche di gamification implementate in un contesto e-learning.
Il prototipo sarà poi incluso in una piattaforma di apprendimento online ben più ampio e composto da una molteplicità di moduli per la didattica.
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Delnevo, Giovanni. "In-vehicle human machine interface: gamification e machine learning a supporto dell'eco-driving." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amslaurea.unibo.it/12283/.
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Considerando che una delle maggiori problematiche dei veicoli elettrici è l’autonomia della batteria, questo progetto di tesi si pone l'obiettivo di realizzare un sistema che aiuti l'utente a guidare in maniera efficiente, aiutandolo a salvaguardare la carica della batteria. In particolare, si vuole realizzare un sistema che aiuti l'utente durante le frenate. Questo sistema, tramite meccanismi di Machine Learning, dovrà predire lo stato di carica della batteria, sulla base del valore di alcuni parametri che riguardano la frenata. In base al valore predetto, il sistema dovrà poi fornire al conducente delle indicazioni, in tempo reale, su come andare a modificare la frenata. Si vogliono inoltre integrare in questo sistema anche dei meccanismi di gamification. Lo scopo è di incentivare l'utente a seguire le indicazioni proposte dal sistema, fornendogli obiettivi da raggiungere, livelli in cui progredire, la competizione con altri utenti, la condivisione dei propri successi e il guadagno di ricompense.
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Follert, Fabiane, and Helge Fischer. "Gamification in der Hochschullehre. Herleitung von Handlungsempfehlungen für den Einsatz von Gamedesign-Elementen in der sächsischen Lernplattform OPAL." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-181555.
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Der Beitrag geht der Fragestellung nach, welche Gamedesign-Elemente sich als attraktive und strategisch sinnvolle Ergänzung für die sächsische Lernplattform OPAL identifizieren lassen und wie mithilfe solcher Elemente die Motivation zur OPAL-Nutzung und im Zuge dessen auch zum Studium gesteigert werden kann.
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Bäcklund, Jakob. "Gameful learning through The Lens of Intrinsic Skill Atoms." Thesis, Linköpings universitet, Interaktiva och kognitiva system, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-132033.
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Creating applications and systems that effectively motivate users is very important both in business and education. Using design practises from game development in non- game settings to exploit its ability to engage players has become increasingly more popular in recent time to attract and encourage users. This study examines how to effectively and systematically develop an application using a method based in both game design and inter- action design to develop a learning application for programming. The results demonstrates the strengths of the applied iterative prototyping and powerful design tools of the specific method in a smaller scale project as well as the weaknesses of the vague description of tool usage with risk of derailing in the design steps.
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Englund, Henrik, and Olle Ramberg. "Meningsfull gamification i e-Learningtjänster : En undersökning om lärande online." Thesis, Uppsala universitet, Institutionen för informatik och media, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-355032.
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Education through e-Learning services have today millions of active users. These services are often including elements of gamification to better illustrate certain aspects and motivate their users. We are researching how gamification has been applied to three selected e-Learning services by analysing to which degree these services relates to Scott Nicholsons theory and framework RECIPE for a meaningful gamification. The theory describes how gamification can be used to instil an intrinsic motivation and meaningful engagement in users. It seeks to help avoid controversial potential pitfalls surrounding the subject as with addictive, thoughtless scoring systems. We are examining to which degree the three services are applying and utilizing meaningful gamification from the standpoint of the various concepts of the selected framework. By thorough research of the theory and examination of previous studies in the researched field we have designed a grading scale that seeks to illustrate which functionality should be implemented to fully/partly/fail to meet the requirements of the concepts in Nicholsons framework. A description of the functionality of the services is included followed by an application of the theory on the selected, researched parts. By applying the theory we seek to concretize, analyze and compare the elements that, to various degrees, fulfills meaningful gamification according to Nicholson. We have not issued tests to research if the studied elements in actuality leads to an intrinsic motivation and meaningful engagement. The results show that the studied parts of the services are lacking elements that according to us as the writers of this study, are necessary to fulfil RECIPE’s various concepts. The services varies in to which degree and in some cases in which way the concepts are fulfilled. The standalone concept that all of the services realized in its entirety was Information where the requirements amongst others are clear descriptive indications of the users progress as well as enlightenment in how and in what way the information that the service provides is applicable. Our research shows that all researched e-Learning services are lacking aspects that enables complete fulfillment of RECIPE’s complete set of concepts. The study gives an insight into what is demanded to realize meaningful gamification according to Nicholson’s theory by illustrating and analyzing the functionality of the studies services. Because of the way we have had to make subjective assessments, the limited scope along with the lack of actual tests we do consider our conclusions and thus study to not live up to its full potential. Continued research is necessary to further validate the study and if the application of the theory in fact leads to meaningful gamification. We discuss further surrounding the theory along with in learning of this nature in general in the chapter Diskussion.Inom utbildning har e-Learningtjänster tagit vid med miljontals aktiva användare av tjänster. Dessa e-Learningtjänster använder sig ofta av element av gamification för att illustrera moment och motivera sina användare. Vi undersöker hur gamification appliceras i tre undersökta tjänster och analyserar i vilken mån denna förhåller sig till Scott Nicholsons teori och ramverk RECIPE för meningsfull gamification. Teorin beskriver hur gamification kan användas för att inge en inre motivation och ett meningsfullt engagemang hos användare. Den ämnar undvika omdiskuterade fallgropar inom ämnesområdet såsom beroendeframkallande, tanklös poängutdelning. Vi undersöker i vilken omfattning de tre tjänsterna använder sig av meningsfull gamification utifrån ramverkets diverse koncept. Genom utförlig instudering av teorin och undersökning av tidigare forskning inom ämnet har vi konstruerat en bedömningsskala som illustrerar vilken funktionalitet som bör finnas för att helt, delvis och ej uppfylla koncepten i Nicholsons ramverk. Vi har sedan beskrivit tjänsternas funktionalitet och applicerat teorin på de undersökta delarna för att konkretisera, analysera och jämföra de element som i olika grad uppfyller meningsfull gamification enligt Nicholson. Vi har inte utfört tester som visar om de undersökta elementen faktiskt inger inre motivation och meningsfullt engagemang. Resultaten visar att de undersökta delarna saknar många av de element som vi bedömt ska finnas med för att uppfylla RECIPEs diverse koncept. Tjänsterna varierar i vad som uppfylls och i viss mån på vilket sätt. Konceptet Information var den enda i teorin som uppfylldes helt av samtliga undersökta tjänster där kraven bland annat är tydliga beskrivande framstegsindikationer samt upplysande om användningsområden för den utgivna informationen. Vi kommer fram till att samtliga tjänster saknar aspekter som möjliggör uppfyllandet av RECIPEs alla koncept. Studien ger en inblick i vad som krävs för att enligt Nicholsons teori uppnå meningsfull gamification genom konkretisering och analyseringen av funktionalitet. Vi anser dock att på grund av nödvändiga subjektiva bedömningar och studiens begränsade omfång samt avsaknaden av tester att studiens och temats fulla potential hämmas. Fortsatt forskning är nödvändig för att avgöra validiteten av studien samt om appliceringsområden för teorin leder till verklig meningsfull gamification. Vi diskuterar vidare kring teorin och allmänt om lärande av denna natur i kapitlet Diskussion.
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Silva, Marcelo Claro. "Curso online ludificado e o processo de Gamification como recurso educacional." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/18133.
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Previous issue date: 2013-10-28This research of master s degree aims to analyze, to contextualize and to understand how the process known as Gamification is applied in game digital design techniques in business and challenges of social impact. Everybody knows the power of the game under peoples, as well as your engagement power and the motivation that fascinate the player. Based in these and in another elements, games are used to application in different contexts like in education. The aims is clear, keep educational contents more attractive, that cause pleasure during the learning, where the incentive could be natural artifices between platform and user The definition of Gamification is something too new, which has caused some confusion in their minds as to their application form. So as part of this study it was necessary to investigate other genres, such as games and serious games in education, in order to have a better understanding, and then set the look and actions in the application of Gamification
Esta pesquisa de mestrado tem como objetivo analisar, contextualizar e entender como o processo conhecido como Gamification, aplica técnicas de design digital de jogos para problemas que não jogo, como negócios e desafios de impacto social. É sabido o poder que o jogo tem e exerce sob as pessoas, seu poder de engajamento e motivação que fascina o jogador. Com base nesses e outros elementos o jogo tem servido para aplicação em outros contextos como, por exemplo, a educação. O objetivo é claro, deixar o conteúdo mais atraente, que cause prazer em realizá-lo, onde o estímulo seja uma ferramenta natural entre plataforma e usuário. A definição de Gamification é algo ainda muito recente, o que tem causado certa confusão no seu entendimento quanto a sua forma de aplicação. Por isso como parte deste estudo foi preciso investigar outros gêneros, como games na educação e serious games, para que se tenha um melhor entendimento, e posteriormente fixar o olhar e as ações na aplicação de Gamification
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Borasca, Michele. "Gamification e Machine Learning in un'app di citizen science per aumentare la consapevolezza ambientale." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2021. http://amslaurea.unibo.it/23638/.
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Questo elaborato descrive l’applicazione di elementi di gamification e di machine learning all’interno di un’app di citizen science, che si pone l’obiettivo di aumentare la consapevolezza ambientale degli individui.
In sintesi, si parte con il delineare il contesto all’interno del quale è stata pensata l’applicazione oggetto di questo elaborato, si spiegano i passaggi che hanno caratterizzato la sua implementazione e, infine, si riportano i risultati del testing effettuato con alcuni utenti per avere un riscontro rispetto all’usabilità dell’applicazione.
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Ivarsson, Anette. "Digital teknik och game based learning samt gamification i de yngre åldrarna : En intervjustudie." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-409076.
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The aim of the study was to explore preschool teachers and preschool pre-service teachers approaches to gamification, game based learning and digital technology in early childhood education. The theoretical framework in the study is based on Mishra and Koehler's (2006) Technological Pedagogical and Content Knowledge (TPACK) theory. The method for the study was individual interviews and focus group interview. The results show that the area is relatively unknown to the participants in the study, as their focus when using digital technology is on documentation of preschool activities as well as searching for facts about various subject areas. Personal attitudes and values are of great importance for how digital technology is used in early childhood education. The results also show a lack of knowledge in teaching with digital technology, game based learning and gamification. Further research in the area is needed to support active preschool teachers to develop their didactic approach and to find ways to work with digital technology, game based learning and gamification.
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Phung, Quoc Dung. "The negative effect of Gamification in E-learning in the eyes of University students." Thesis, Internationella Handelshögskolan, Jönköping University, IHH, Företagsekonomi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-48696.
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Background Across centuries, games are part of human life. In his article "Keeping up with ... Gamification," Kim (2015) indicated that the development of Information Technology has taken gaming to the reach of individuals around the world, thus expanding worldwide collaboration and interaction. Parallelly, With the removal of the obstructions of time and space, E-learning platforms have attracted millions of students. "Here we are now, entertain us," if we could pick one phrase that would portray modern learning procedure, this statement would suit best. Games have been available in education for quite a while (Sciforce, 2018). Turning to this strategy in E-learning would have been unavoidable. However, gamification is not equivalent to games intrinsically. It is alluded to as the "utilization of game components within non-game contexts" (Deterding, Dixon, Khaled, & Nacke, 2011). Although previous studies illustrate the noticeable benefits of gamification in E-learning, the negative effects however remain largely implicit and overlooked. Purpose: The purpose of this study is to explore the negative effect of Gamification in E-learning in the eyes of university students who are familiar with modern technology and terms in learning field and has decided to choose a course that is very focus and meet their need. The study thereby helps university students and the others to understand the comprehensive view about gamification in E-learning, especially in the negative side. Moreover, this paper would help the E-learning platforms for better Gamification-design. Method: Following the purpose of this study, an exploratory qualitative research with an inductive approach was used. In particular, in-depth interviews with open-ended questions were utilized to have an insight into the interviewees' perception about Gamification in E-learning. Conclusion: The result of the study indicate that gamification could make student get bored (Attention), losing confident, stressful and feeling helplessness (Confident), annoying, uncomfortable and reluctant (Satisfaction), distracted and want to give up (Volition) In the theme of Engagement, gamification has the noticeable negative impact on Community Support factor, slightly impact on Peer Collaboration and Cognitive Problem solving, and almost no effect on Interact with Instructor and Learning Management factor. In detail, gamification could make learners feel useless, frustrate, confusing, and want to give up.
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Ahlqvist, Erica. "Implementation And Evaluation of Gamification Elements In An E-learning Platform For Engineering Education." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-179759.
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E-learning and online courses are widely used today, with different platforms being available for the user. When implementing and evaluating such a platform relevant research is required, therefore a pre-study was conducted. The pre-study showed that the platforms used at Linköpings University have a variety of available platform of which the teachers can use, however, some of there lack the features and it is therefore common for teachers to use more than one platform for a course. The goal of the thesis has been to answer the research question and to do so a platform was implemented, with focus on the gamification elements. The thesis answered the research question through the implementation of the platform and the user test. The user test was held on the target audience. The participants of the user test were faced with a short course on the developed platform. The test results show that the combination of gamification elements used motivated the participants towards the presented course and the assignments within it. During the user test a questionnaire, based on Intrinsic Motivation Inventory, was used. The result from this showed that the platform and its gamification elements increased the enjoyment, interest, perceived competence and effort towards the course.
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Andriamiarisoa, Ralai. "Impact of Gamification on Student Engagement in Graduate Medical Studies." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5302.
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Rapid technological advances have created major societal changes, transformed business sectors, and revolutionized enterprises. In contrast, the curricular structure of medical education has remained unchanged for the last 100 years, and, for the most part, medical education has been reluctant to embrace the use of technology. The prevalent pedagogical model is reliant on rote memorization. The conceptual framework that informed this study was the user-centered framework for meaningful gamification. This framework's components are organismic integration theory, situational relevance, situated motivational affordance, and the universal design for learning. This quantitative study focused on key research questions related to identifying whether significant increases occurred over time in cooperative learning, cognitive level, and personal skills 'the dependent variables' when using a gamified learning method-the independent variable. The validated Student Engagement Survey was used to collect data from second-year medical students in a Southern California medical school, with N = 64. A repeated measures MANOVA with follow-up univariate ANOVAs was used, and statistical results indicated that there were significant differences over time in cooperative learning, cognitive level, and personal skills when using gamified learning methods. This research was conducted over a period of 3 months, divided into 3 Time Periods (TP). For all three variables, significant increases were noticed between TP 1 and TP 2, followed by significant decreases between TP 2 and TP 3. These findings pointed to the fact that more studies are needed to better understand whether certain types of gamification implementations are detrimental to student engagement in medical education, or whether more sound design principles ought to be explored to produce effective gamified learning components that could positively impact student engagement in medical education.
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Kubičková, Barbora. "Moderní technologie v e-learningu." Master's thesis, Vysoká škola ekonomická v Praze, 2013. http://www.nusl.cz/ntk/nusl-192455.
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This thesis is focused on the educational theories, forms of training, development and types of e - learning. Then there are mentioned new online educational technologies, pros and cons of on-line learning and its trends (gamification, social learning, MOOCs, etc.). This theoretical knowledge is necessary for understanding the principles of the on-line education and importance of massive open online courses. One part of the practical section concentrates on the results of a questionnaire regarding the presence of on- line technologies in a student learning. Another part reflects the aim of the thesis and generally analyses the possibilities of the university involvement in MOOC. Specifically, it states the conditions and process of college involvement in the German educational platform iversity.
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Hritiu, Ileana Bianca. "Formação de ERP utilizando gamificação." Master's thesis, Instituto Superior de Economia e Gestão, 2019. http://hdl.handle.net/10400.5/19364.
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Mestrado em Gestão de Sistemas de InformaçãoO investimento das empresas na formação dos seus trabalhadores tem sido cada vez maior com o objetivo de aumentar a vantagem competitiva no mercado. A necessidade de o capital humano estar atualizado e informado leva a que exista uma maior partilhar do conhecimento entre os colaboradores da empresa de forma a aumentar a sua produtividade no trabalho e prestar melhores serviços aos clientes. Neste sentido, as organizações que prestam serviços de formação deparam-se com a dificuldade de motivar e cativar os formandos nas formações em formato presencial bem como em e-learning. Com o presente projeto pretende-se encontrar uma solução para o problema identificado que passa pela utilização de gamificação como meio de envolver e incentivar os formandos a concluir as formações e alcançar melhores resultados. De forma a atingir este objetivo, são apresentadas as características de um sistema gamificado e uma framework para a implementação. Neste contexto, foi desenvolvido um protótipo gamificado e testada a sua aplicabilidade à formação certificada em e-learning. Os resultados obtidos evidenciam que a utilização de componentes de gamificação nas formações influencia positivamente a motivação e o envolvimento dos formandos.
Nowadays, companies continuously increase the amount of money they spend on employee development, with the purpose of boosting their competitive advantage in the market. Workforce is being demanded to obtain industry relevant know-how as well as awareness to be able to adapt to changing legal requirements, which require companies to transfer vital knowledge to their employees in order to expand on the job productivity and offer higher quality services. Therefore, organizations that provide employee development services come across with difficulty in motivating and winning employees both in person and in e-learning environments. The goal of this project is to identify the solution to above raised issue, which results in using gamification as a mean of involving and incentivizing employees to finish the development program and achieve best results. In order to attain this objective, characteristics of a gamification system as well as implementation framework are presented. Furthermore, a prototype was developed and the suitability was tested in certified e-learning setting. The results highlight the positive influence of various gamification components on student involvement and motivation.
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Ong, Michael. "Gamification and its effect on employee engagement and performance in a perceptual diagnosis task." Thesis, University of Canterbury. Psychology, 2013. http://hdl.handle.net/10092/7640.
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Gamification is an emerging phenomenon that has been advocated for its potential to improve organisational outcomes. The present study aimed to examine the effect of gamification in a perceptual diagnosis task. Forty participants completed a 22-minute visual search task. To investigate the role of game mechanics participants were divided into four conditions resulting from the factorial combination of the narrative mechanic (narrative and control condition) and the points mechanic (Points and no-points control condition). Attention effort, motivation, and work engagement were measured through performance metrics, functional near-infrared spectroscopy (fNIRS), and self-report questionnaires. The results revealed points significantly increased task performance while narrative significantly increased intrinsic motivation and prefrontal oxygenation. These findings may provide much needed contributions to the literature surrounding gamification. It was also revealed that fNIRS measures of frontal activation may be a reasonable objective indicator of initial cognitive effort. This presents significant real world applications for objectively measuring motivation.
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Mieure, Matthew C. "Gamification: A Guideline For Integrating and Aligning Digital Game Elements into a Curriculum." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1339096406.
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Torroni, Michele. "Sviluppo di una piattaforma per fornire contenuti formativi sfruttando la gamification: un caso di studio aziendale." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2021. http://amslaurea.unibo.it/23150/.
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Questo volume di tesi, dal titolo “Sviluppo di una piattaforma per fornire contenuti formativi sfruttando la gamification: un caso di studio aziendale”, tratta argomenti quali e-learning e game-based learning e come/quando questi possono essere applicati, presentando inoltre un esempio di prototipo di applicazione web che può fungere a questo scopo.
Nello specifico, il primo capitolo si compone di tre sezioni principali: la prima introduce il concetto di e-learning e le molteplici declinazioni ad esso applicabili, oltre a presentare qualche cenno di carattere storico per individuare questo fenomeno nel tempo; la seconda tratta i campi d’applicazione e le tipologie di didattica inscrivibili nel termine “Game-based learning”. Nella terza sezione, “builder per esperienze gamificate”, infine, vengono presentate e analizzate due applicazioni web che possono concorrere alla creazione di un’esperienza di formazione gamificata in ambito scolastico e/o lavorativo.
Il secondo e il terzo capitolo, rispettivamente con titoli “Tecnologie” e “Applicazione web: BKM – Learning Game”, sono fortemente correlati: vengono infatti presentate le tecnologie (nello specifico HTML, CSS, Javascript, NodeJs, VueJs e JSON) utilizzate per la creazione del progetto di tesi, poi viene descritto l’applicativo web risultante nel suo complesso. Il progetto è stato implementato durante il tirocinio in preparazione della prova finale, presso l’azienda Bookmark s.r.l.
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Jangard, John. "Enhancing the learning of cinema: The development of a gamified prototype using design science." Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20790.
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The ways film can be studied are many. The academic area of film science is very fragmented due to a lack of unity in its consensus and the overarching understanding of what its field entails. This situation warrants the evaluation of alternative pathways and tools for students to better understand the field of film science. The usage of gamification, an alternative approach to academic study, was chosen for this work due to its growing in interest, potential and usage. The method used to determine the validity of this concept was based on principles and methodology found in design science. The produced prototype showcased the concept of a gamified platform for film students to use in their studies. The study performed was an interactive lesson and test of the prototype where twelve participants used and experienced its intended purpose, with additional data collected using qualitative interviews and a questionnaire. The results of this work found that gamified interfaces can aid students but cannot be the sole source for an academic course or program. Partial aspects were found to be effective, but more research is necessary to fully see the effects of its implementation.
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Broer, Jan Verfasser], Andreas [Akademischer Betreuer] [Breiter, and Thomas [Gutachter] Köhler. "The Gamification Inventory : an Instrument for the Qualitative Evaluation of Gamification and its Application to Learning Management Systems / Jan Broer ; Gutachter: Andreas Breiter, Thomas Köhler ; Betreuer: Andreas Breiter." Bremen : Staats- und Universitätsbibliothek Bremen, 2017. http://d-nb.info/1144439345/34.
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Cueva, Carrión H. (Henry). "The use of Minecraft to foster creativity, collaboration and motivation through game-based learning and gamification." Master's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201811103019.
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The eruption of ICTs in our society posed the question of how to integrate technology into education. According to Waks (1987) in Science, Technology and Society Education, we need to find a way to integrate educational approaches that embrace and intertwine education and technology. Then, through the use of pedagogical approaches such as Game-based Learning and gamification, Minecraft presents itself as the perfect tool to develop computational thinking, foster creativity, nurture collaboration and increase motivation. The aim of my research is to demonstrate how motivation and collaboration can be fostered through the use of Minecraft in one activity called “Being an architect on Minecraft”. In order to do that, I use a quasi-experimental research. The participants were 18 in total, divided in 2 groups one experimental and one control. In the experimental group I use the implementation of Game-based Learning and gamification and in the other group, I use the traditional way of teaching. The results clearly stablish a positive effect in collaboration and a high level of motivation during the entire process. However, there are some aspects of the research we could improve for future investigations.
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Ek, Pontus. "Teach phishing awareness with games : Comparing the effects of Gamification and Learning to read onPhishing Awareness." Thesis, Örebro universitet, Handelshögskolan vid Örebro Universitet, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-88703.
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Manzo, Daniel V. "UNDERSTANDING AND ENGAGEMENT THROUGH DYNAMIC TECHNOLOGY AND GAMIFIED LEARNING ENVIRONMENTS." Digital WPI, 2020. https://digitalcommons.wpi.edu/etd-dissertations/607.
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As technology becomes more integrated in the classroom, more research is needed to examine its effects on engagement and learning. It is important that we fully explore how students interact with learning technologies and the affordances that these technologies bring to improve engagement and student learning. In this dissertation, I explored the benefits and drawbacks of using dynamic technology in the classroom as an instructional system, support structure, and assessment tool. Iterative design cycles were used to improve the accessibility and user experience of several dynamic technologies in the classroom. Additionally, the incorporation of gamified elements such as points and leaderboards were explored. Preliminary data suggests that gamified elements could lead to higher engagement and elicit behaviors associated with learning. As a result, a series of 4 randomized controlled trials were conducted that explored the intersection of gamification, engagement, and learning. This dissertation is a compilation of those studies with a focus on the development and improvement of learning platforms through an iterative design process and the incorporation of gamified elements. Based on the findings and implications of these studies, several new technologies were designed, developed, and implemented to include these gamification techniques and provide data for both educators and researchers. Recommendations for potential usage and future research are discussed.
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Brown, TeAirra Monique. "Playing to Win: Applying Cognitive Theory and Gamification to Augmented Reality for Enhanced Mathematical Outcomes in Underrepresented Student Populations." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/97340.
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National dialogue and scholarly research illustrate the need for engaging science, math, technology, and engineering (STEM) innovations in K-12 environments, most importantly in low-income communities (President's Council of Advisors on Science and Technology, 2012). According to Educating the Engineer of 2020, "current curricular material does not portray STEM in ways that seem likely to excite the interest of students from a variety of ethnic and cultural backgrounds" (Phase, 2005). The National Educational Technology Plan of 2010 believes that one of the most powerful ways to transform and improve K-12 STEM education it to instill a culture of innovation by leveraging cutting edge technology (Polly et al., 2010). Augmented reality (AR) is an emerging and promising educational intervention that has the potential to engage students and transform their learning of STEM concepts. AR blends the real and virtual worlds by overlaying computer-generated content such as images, animations, and 3D models directly onto the student's view of the real world. Visual representations of STEM concepts using AR produce new educational learning opportunities, for example, allowing students to visualize abstract concepts and make them concrete (Radu, 2014). Although evidence suggests that learning can be enhanced by implementing AR in the classroom, it is important to take into account how students are processing AR content. Therefore, this research aims to examine the unique benefits and challenges of utilizing augmented reality (AR) as a supplemental learning technique to reinforce mathematical concepts while concurrently responding to students' cognitive demands.
To examine and understand how cognitive demands affect students' information processing and creation of new knowledge, Mayer's Cognitive Theory of Multimedia Learning (CTML) is leveraged as a theoretical framework to ground the AR application and supporting research. Also, to enhance students' engagement, gamification was used to incorporate game elements (e.g. rewards and leaderboards) into the AR applications. This research applies gamification and CTML principles to tablet-based gamified learning AR (GLAR) applications as a supplemental tool to address three research objectives: (1) understanding the role of prior knowledge on cognitive performance, (2) examining if adherence to CTML principles applies to GLAR, and, (3) investigating the impact of cognitive style on cognitive performance. Each objective investigates how the inclusion of CTML in gamifying an AR experience influences students' perception of cognitive effects and how GLAR affects or enhances their ability to create new knowledge.
Significant results from objective one suggest, (1) there were no differences between novice and experienced students' cognitive load, and, (2) novice students' content-based learning gains can be improved through interaction with GLAR. Objective two found that high adherence to CTML's principles was effective at (1) lowering students' cognitive load, and, (2) improving GLAR performance. The key findings of objective three are (1) there was no difference in FID students' cognitive load when voice and coherence were manipulated, and, (2) both FID and FD students had content-based learning gains after engagement with GLAR.
The results of this research adds to the existing knowledge base for researchers, designers and practitioners to consider when creating gamified AR applications. Specifically, this research provides contributions to the field that include empirical evidence to suggest to what degree CTML is effective as an AR-based supplemental pedagogical tool for underrepresented students in southwest Virginia. And moreover, offers empirical data on the relationship between underrepresented students' perceived benefits of GLAR and it is impact on students' cognitive load. This research further offers recommendations as well as design considerations regarding the applicability of CTML when developing GLAR applications.PHD
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Challco, Geiser Chalco. "Gamification of collaborative learning scenarios: an ontological engineering approach to deal with the motivation problem caused by computer-supported collaborative learning scripts." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/55/55134/tde-25032019-103526/.
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Increase both students motivation and learning outcomes in Collaborative Learning (CL) activities is a challenge that the Computer-Supported Collaborative Learning (CSCL) community has been addressing in the past last years. The use of CSCL scripts to structure and orchestrate the CL process has been shown to be effective to support meaningful interactions and better learning, but the scripted collaboration often does not motivate students to participate in the CL process, which makes more difficult the use of scripts over time in CL activities. To deal with the motivational problems, the researchers, educators and practitioners are now looking at gamification as a solution to motivate and engage students. However, the gamification is a complex task, requiring from instructional designers and practitioners, knowledge about game elements (such as leaderboards and point systems), game design (e.g. how to combine game elements) and their impact on motivation, engagement and learning. Moreover, the gamification is too context-dependent, requiring personalization for each participant and situation. Thus, to address these issues, an ontological engineering approach to gamify CL sessions has been proposed and conducted in this dissertation. In this approach, an ontology has been formalized to enable the systematic representation of knowledge extracted from theories and best practices related to gamification. In this ontology, the concepts, extracted from practices and theories related to gamification, and identified as relevant to deal with the motivational problems in scripted collaborative learning, have been formalized as ontological structures to be used by computer-based mechanisms and procedures in intelligent-theory aware systems. These mechanisms and procedures with ontological structures aim to provide support to give advices and recommendations that will help instructional designers and practitioners to gamify CL sessions. To validate this approach, and to demonstrate its effectiveness and efficiency into deal with the motivational problems in scripted collaborative learning, four empirical studies were conducted in real situations at the University of São Paulo with undergraduate Computer Science and Computer Engineering students. The results of the empirical studies demonstrated that, for CL activities where the CSCL scripts are used as a method to orchestrate and structure the CL process, the ontological engineering approach to gamify CL scenarios is an effective and efficient solution to deal with the motivational problems because the CL sessions obtained by this approach affected in a proper way the participants motivation and learning outcomes.Aumentar a motivação e os resultados de aprendizagem dos estudantes nas atividades de aprendizagem colaborativa é um desafio que a comunidade de Aprendizagem Colaborativa com Suporte Computacional tem abordado nos últimos anos. O uso de scripts para estruturar e orquestrar o processo de aprendizagem colaborativa demonstrou ser eficaz para dar suporte as interações significativas e um melhor aprendizado, mas a colaboração com scripts muitas vezes não motiva os alunos a participar do processo de aprendizagem colaborativa, o que dificulta o uso de scripts ao longo do tempo em atividades de aprendizgem colaborativas. Para lidar com problemas de motivação, os pesquisadores, educadores e profissionais estão agora olhando a gamificação como uma solução para motivar e envolver os alunos. No entanto, a gamificação é uma tarefa complexa, exigindo de projetistas instrucionais e profissionais, conhecimento sobre elementos do jogo (e.g. leaderboards e sistemas de pontos), design de jogos (e.g. como combinar elementos do jogo) e seu impacto na motivação, engajamento e aprendizado. Além disso, a gamificação é muito dependente do contexto, exigindo personalização para cada participante e situação. Assim, para abordar esses problemas, uma abordagem de engenharia ontologias para gamificar sessões de aprendizagem colaborativa foi proposto e desenvolvida nesta dissertação. Nessa abordagem, uma ontologia foi formalizada para possibilitar a representação sistemática de conhecimentos extraídos de teorias e melhores práticas relacionadas à gamificação. Na ontologia, os conceitos, extraídos de práticas e teorias relacionadas à gamificação, e identificados como relevantes para lidar com problemas motivacionais na aprendizagem colaborativa com scripts, foram formalizados como estruturas ontológicas a serem utilizadas por mecanismos e procedimentos informatizados em sistemas inteligentes cientes de teorias. Esses mecanismos e procedimentos com estruturas ontológicas visam fornecer suporte para dar conselhos e recomendações que ajudarão os projetistas instrucionais e profissionais a gamificar as sessões de aprendizagem colaborativa. Para validar a abordagem e demonstrar sua eficácia e eficiência em lidar com problemas motivacionais na aprendizagem colaborativa com scripts, quatro estudos empíricos foram conduzidos em situações reais na Universidade de São Paulo com estudantes de graduação em Ciência da Computação e Engenharia da Computação. Os resultados dos estudos empíricos demonstraram que, para as atividades de aprendizagem colaborativa no que os scripts são usados como um método para orquestrar e estruturar o processo da aprendizagem colaborativa, a abordagem de engenharia ontológica para gamificar cenários de aprendizagem colaborativa é um eficaz e eficiente solução para lidar com problemas motivacionais porque as sessões de aprendizagem colaborativa obtidas por essa abordagem afetaram de maneira adequada a motivação e os resultados de aprendizagem dos participantes.
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Oberdörfer, Sebastian [Verfasser], Marc Erich [Gutachter] Latoschik, Silke [Gutachter] Grafe, and Mammen Sebastian [Gutachter] von. "Better Learning with Gaming: Knowledge Encoding and Knowledge Learning Using Gamification / Sebastian Oberdörfer ; Gutachter: Marc Erich Latoschik, Silke Grafe, Sebastian von Mammen." Würzburg : Universität Würzburg, 2021. http://d-nb.info/1227189842/34.
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Johansson, Emma. "Applying Gamification to a Mobile Application to Motivate Children to Learn Math." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-301618.
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Understanding math is an important part of school, yet it is a common source of anxiety as many children find the subject difficult to grasp. One approach to encourage children to learn math is to implement game elements (gamification) in technology-enhanced learning (TEL) systems. However, designers must consider what motivates children to use such systems to better encourage them to learn. Therefore, the aim of this paper was to investigate how gamification can be implemented in the design of a mobile TEL application, in this case the Albert application, to motivate children to learn math. This was researched by designing a concept focusing on avatars for Albert and letting users between the ages of 10 and 12 evaluate it. The design process followed the Double Diamond model, and the game elements were designed according to three core drives from the Octalysis framework. The results showed that children who like math are more likely to become motivated by the presented gamification concept than the children who have a more negative attitude towards math. As a conclusion, one can motivate children to learn math using a TEL platform by including avatarism as a form of gamification.Att förstå matte är en viktig del av skolgången, samtidigt kan det ofta vara ångestframkallande för barn som anser att ämnet är svårt att greppa. Ett sätt att uppmuntra barn att lära sig matte är att implementera spelelement i så kallade ”Technology-Enhanced Learning” (TEL)-system. Dock måste designers ha i åtanke vad som motiverar barn att använda sådana system för att bättre kunna uppmuntra dem att lära sig matte. Målet med denna uppsats var därför att undersöka huruvida spelelement kan implementeras i designen av en mobil TEL-applikation, i vårt fall Albertapplikationen, för att motivera barn att lära sig matte. Detta undersöktes genom att designa att koncept fokuserat på avatarer för Albert, och låta användare mellan åldrarna 10 och 12 utvärdera det. Designprocessen följde Double Diamond-modellen, och spelelementen designades utefter tre ”core drives” från Octalysis-ramverket. Resultaten visade att det är mer sannolikt att barn som gillar matte blir mer motiverade av det presenterade konceptet, än barn som har en mer negativ inställning gentemot ämnet. Vi kunde dra slutsatsen att en kan motivera barn att lära sig matte genom att inkludera avatarism i en TEL-applikation.
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Lo, Iacono Luca. "Gamification e Machine Learning per migliorare l’esperienza di guida e diminuire i consumi in un veicolo elettrico." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amslaurea.unibo.it/10989/.
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Questo progetto di tesi è parte di un programma più ampio chiamato TIME (Tecnologia Integrata per Mobilità Elettrica) sviluppato tra diversi gruppi di ricerca afferenti al settore meccanico, termofluidodinamico e informatico.
TIME si pone l'obiettivo di migliorare la qualità dei componenti di un sistema powertrain presenti oggi sul mercato progettando un sistema general purpose adatto ad essere installato su veicoli di prima fornitura ma soprattutto su retrofit, quindi permettendo il ricondizionamento di veicoli con motore a combustione esistenti ma troppo datati.
Lo studio svolto si pone l'obiettivo di identificare tutti gli aspetti di innovazione tecnologica che possono essere installati all'interno del sistema di interazione uomo-macchina.
All'interno di questo progetto sarà effettuata una pianificazione di tutto il lavoro del gruppo di ricerca CIRI-ICT, partendo dallo studio normativo ed ergonomico delle interfacce dei veicoli analizzando tutti gli elementi di innovazione che potranno far parte del sistema TIME e quindi programmare tutte le attività previste al fine di raggiungere gli obiettivi prefissati, documentando opportunamente tutto il processo.
Nello specifico saranno analizzate e definite le tecniche da utilizzare per poi procedere alla progettazione e implementazione di un primo sistema sperimentale di Machine Learning e Gamification con lo scopo di predire lo stato della batteria in base allo stile di guida dell'utente e incentivare quest'ultimo tramite sistemi di Gamification installati sul cruscotto ad una guida più consapevole dei consumi.
Questo sistema sarà testato su dati simulati con l'obiettivo di avere un prodotto configurabile da installare sul veicolo.
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Borges, Simone de Sousa. "Gamification design in computer-supported collaborative learning: towards an approach for tailoring influence principles to player roles." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/55/55134/tde-30012018-165553/.
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Gamification is a term that refers to the use of game design elements in contexts other than video games. In these contexts, the primary goal of gamification is not playful, but rather to motivate users to perform tasks or change behaviors. It is also the goal of gamification, captivate users and influence them to persist in the use of the gamified system. In recent years, we have witnessed a growing interest in gamification and its application in learning environments, especially online. In learning contexts, motivating students to follow up on teaching tasks is an important role for teachers and intelligent educational systems. However, ill-designed gamification interventions can become a distraction capable of interfering on the teaching-learning process. Despite this, most studies in the area remain focused on the potential benefits of gamification and less on investigating systematized solutions to achieve these benefits. Our contribution to the solution of the problem is based on the use of persuasion profiles that take into account the students player roles. We conduct systematic mappings of the literature to gather information about gamification in education, and how group formation in collaborative learning environments. As a result, we created two conceptual frameworks. One framework to help understand and classify group formation in the context of computer-supported collaborative learning, and other to support the definition of player roles in collaborative learning environments. Also, in a preliminary study (N = 481), we adapted and validated for Brazilian Portuguese speakers a scale to measure users susceptibility to persuasion. In another study (N = 149) we developed a theoretical model to map persuasive strategies and different roles of players to support the elaboration of persuasion profiles. Finally, to verify the feasibility of our model, in another study (N = 18) we elaborated prototypes of user interfaces and analyzed the perceived persuasiveness of the interfaces for different players roles and their susceptibility to persuasion. Results show that less motivated students were more likely to accept the suggestions of the prototypes, whereas users with above-average motivation (among observed students) reacted negatively to influence attempts by showing low agreement rates for the requirements of the prototypes. We also observed in the three studies (N = 648) that the number of individuals susceptible to the principle of authority were the lowest, compared to the other influence principles. Few research initiatives have been investigating the development of tailored gamified. One of the reasons for such deficiency is the difficulty of creating computational models based on learners psychological traits (e.g., psychological needs, susceptibility to persuasion, and learner and player roles). However, more worrisome than the ineffectiveness of gamification models based on one-size-fits-all is the risk of designing counterproductive models that could backfire, since the appropriate strategy to motivate an individual may end up discouraging others. Thus, evidence suggest that gamification design could benefit of influence principles, although tailored solutions should be designed to minimize the risks of selecting counter-tailored and ill-defined persuasive strategies.Gamificação é um termo que se refere ao uso de elementos do projeto de jogos em contextos que não são jogos. Nestes contextos, o objetivo primário da gamificação não é lúdico, mas sim o de motivar os usuários a realizarem tarefas ou alterarem comportamentos. Também é objetivo da gamificação, cativar usuários e influenciá-los a persistirem na utilização do sistema gamificado. Nos últimos anos, testemunhamos um crescente interesse em gamificação e sua aplicação em ambientes de aprendizagem, especialmente online. No contexto da aprendizagem, motivar os estudantes a dar seguimento as tarefas pedagógicas é um papel importante dos professores e dos ambientes educacionais inteligentes. Por essa razão, as tecnologias persuasivas como a gamificação têm sido usadas também em ambientes de aprendizagem colaborativa para aumentar o engajamento dos estudantes e para reduzir o sentimento de obrigação na execução de tarefas pedagógicas. Contudo, quando mal utilizada, a gamificação pode se tornar uma distração capaz de interferir no processo de ensino-aprendizagem. Entretanto, a maioria dos estudos na área continuam focados nos potenciais benefícios da gamificação e menos em investigar soluções sistematizadas para se atingir os benefícios. Nossa contribuição para a solução do problema é baseada no uso de perfis de persuasão que levam em consideração o papel de jogador do estudante. Nós conduzimos mapeamentos sistemáticos da literatura para obter informação sobre gamificação em educação e como são formados grupos de estudantes em ambientes de aprendizagem colaborativa. Como resultado nós criamos dois arcabouços conceituais. Um arcabouço para ajudar a compreender e classificar a formação de grupos no contexto da aprendizagem colaborativa com suporte computacional, e outro para apoiar a definição de papéis de jogadores em ambientes colaborativos. Em um estudo preliminar (N=481), adaptamos e validamos para o português brasileiro uma escala para medir a susceptibilidade à persuasão dos usuários. Em outro estudo (N=149) desenvolvemos um modelo teórico para mapear estratégias persuasivas e diferentes papéis de jogadores para apoiar a elaboração de perfis de persuasão. Para verificar a viabilidade de nosso modelo, em outro estudo (N=18) elaboramos protótipos de interfaces do usuário. Analisamos a capacidade de influenciar das interfaces comparando papéis de jogadores e susceptibilidade a princípios de influência. Os resultados mostram que os estudantes menos motivados eram mais susceptíveis a aceitar as sugestões do protótipo, enquanto usuários com índices de motivação acima da média (dentre estudantes observados), tendiam a reagir negativamente às tentativas de influenciá-los, apresentando índices menores de concordância para com as solicitações do protótipo gamificado. Observamos ainda nos três estudos conduzidos (N=648), comparado aos outros princípios de influência, o número de indivíduos suscetíveis ao princípio de autoridade eram os menores. Poucas iniciativas de pesquisa vêm investigando como desenvolver sistemas de gamificados que se adaptam aos papéis de jogadores. Parte desta deficiência pode ser explicada devido à complexidade no projeto e desenvolvimento destes sistemas. Entretanto como evidenciado, além da ineficácia dos modelos de gamificação baseados em uma solução para todos, o maior risco observado está no uso de modelos contraproducentes, uma vez que a estratégia apropriada para motivar um indivíduo, pode acabar desmotivando outros (backfire effect).
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Erlandsson, Vilma, and Elsa Ivarson. "Augmented reality and gamification in higher education : Designing mobile interaction to enhance students’ intrinsic motivation and learning." Thesis, Högskolan Kristianstad, Fakulteten för ekonomi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-22277.
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The emergence of augmented reality (AR) and gamification in higher education has gained significant relevance by virtue of their demonstrated usefulness in learning spaces. Prior research has examined these technologies separately and shown promising results, but less is known about the impact of combining AR and gamification in higher education. This article aims to conceptualize, design, and evaluate the effects of AR and gamification on students’ intrinsic motivation and learning with physical course literature. The results from a web - based experiment involving 95 students demonstrate that using AR enhances students’ intrinsic motivation compared to conventional methods such as reading lecture notes. However, the combination of AR and gamification did not influence students’ intrinsic motivation or learning. The findings could serve as a basis to further gamification in higher education and may support authors in the design of AR in future course literature.Framväxten av förstärkt verklighet och gamification inom högre utbildning har fått betydande relevans på grund av dess beprövade användbarhet i lärandemiljöer. Tidigare forskning har undersökt dessa tekniker separat vilket visat lovande resultat, däremot vet man mindre om effekten av att kombinera förstärkt verklighet med spelifiering i högre utbildning. Denna artikel syftar till att konceptualisera, designa och utvärdera effekterna av förstärkt verklighet och spelifiering på studenters intrinsiska motivation och lärande vid användning av kurslitteratur. Resultaten från ett webbaserat experiment med 95 studenter visar att användningen av förstärkt verklighet ökar studenternas intrinsiska motivation i jämförelse med förekommande arbetssätt som digitalt föreläsningsmaterial. Kombinationen av förstärkt verklighet och spelifiering visade ingen effekt på studenternas intrinsiska motivation eller lärande. Resultaten kan utgöra grund för ytterligare forskning om spelifiering i högre utbildning och stödja författare vid utformningen av förstärkt verklighet i framtida kurslitteratur.
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Galle, Thor. "Designing and using gamification elements to improve students’ user experience in a video-based mobile language learning app." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-280575.
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With the rise of the smartphone industry, the domain of mobile-assisted language learning (MALL) has increasingly grown. A large number of language learning applications have been developed aiming to support individuals’ second language acquisition on various levels, e.g., by teaching vocabulary and grammar to improve reading and listening comprehension. The viability of these applications has been examined in literature and shows overall positive but mixed results. On one side, their success is partly attributed to gamified design elements. These are reported to improve the user experience (UX) and boost learners' motivation. On the other side, the primary reliance on decontextualized vocabulary and grammar exercises is criticized. In response, one such application, SVT Språkplay developed by the Swedish non-profit Språkkraft, incorporated television programs as a longer form of context. This introduced novel video-based learning functions. The first aim of this thesis was to start filling a gap in research by evaluating the usability and user experience of these functions. This was performed through user tests and interviews with seven second language students who used the app to learn Swedish over a period of at least two weeks. The second aim of the thesis was to improve the usability and user experience of the problematic learning functions through a user-centred design process with the ultimate goal to improve learner support and vocabulary acquisition outcomes. The study participants consisted of doctoral researchers and students recruited from a basic Swedish course at KTH. They represent a demographic that benefits from learning Swedish to improve their job opportunities. The initial evaluation results were analysed through the lens of the MUUX-E theoretical framework [10] , a framework for evaluating the “user experience and educational features of m-learning environments”. The evaluation showed that the core vocabulary learning aids directly integrated into the video watching experience were perceived as useful. Conversely, the gamified learning functions outside of the video watching experience were found to be scarcely used as intended. The subsequent user-centered design process improved upon the design of problematic learning functions by adhering to the principles of the MUUX-E framework. Concretely, more varied contextualized vocabulary exercises were designed, more options for user customization were included and feedback and progress metrics such as “streaks” were highlighted. An evaluation of the design with the same participants as the initial evaluation suggests that these changes would improve the usability and user experience of the application. Further research should evaluate an implemented end-product based on the proposed designs in a real-life setting. In that case, its pedagogical merit should also be evaluated. In summary, this thesis found that mobile video-based MALL apps such as Språkplay can provide usable and enjoyable language learning functions.Med tillväxten av mobiltelefonbranschen har domänen för mobilassisterad språkinlärning (MALL) ökat alltmer. Ett stort antal språkinlärningsapplikationer har utvecklats för att stödja individers förvärv av andraspråk på olika nivåer, t.ex. genom att lära ut ordförråd och grammatik samt för att förbättra läs- och hörförståelsen. Dessa applikationer har undersökts i litteraturen och visar positiva men blandade resultat. Å ena sidan tillskrivit deras framgång delvis spelelementen. Dessa rapporteras förbättra användarupplevelsen (UX) och öka elevernas motivation. Å andra sidan kritiseras det primära förlitandet på dekontekstualiserade ordförråd och grammatikövningar. Som ett svar skapades en sådan applikation, SVT Språkplay, utvecklad av den svenska ideella föreningen Språkkraft, vilken använder TV-program som en längre form av språkligt sammanhang. Detta introducerade nya videobaserade inlärningsfunktioner. Det första syftet med denna uppsats var att börja fylla ett hål i forskningen genom att utvärdera användbarheten och användarupplevelsen av dessa funktioner. Det gjordes genom att genomföra användartester och intervjuer med sju andraspråkstudenter som använde appen för att lära sig svenska under en period av två veckor. Det andra syftet med arbetet var att förbättra användbarheten och användarupplevelsen för dessa inlärningsfunktioner genom en användarcentrerad designprocess med det slutliga målet att förbättra studentens stöd. Studiedeltagarna bestod av doktorander och studenter rekryterade från en nybörjarkurs i svenska på KTH. De representerar en demografisk nytta av att lära sig svenska för att öka deras tillgång till den svenska arbetsmarknaden. De första utvärderingsresultaten analyserades genom tillämpning av MUUX-E-ramverket, ett ramverk för att utvärdera “ u ser experience and e ducational features of m -learning e nvironments” [10] . Det visade att de grundläggande ordförrådets inlärningshjälpmedel som direkt integrerades i video upplevdes som användbara. Omvänt användes knappt alls de spelifierade inlärningsfunktionerna utanför videon. Den efterföljande användarcentrerade designprocessen förbättrades vid design av problematiska inlärningsfunktioner genom att följa principerna i MUUX-E-ramverket. Konkret utformades mer varierade kontextualiserade vokabulärövningar, fler alternativ för användaranpassning inkluderades och feedback- och framstegsmetriker som “streaks” lyftes fram. En utvärdering av designen med samma deltagare som den första utvärderingen tyder på att dessa förändringar skulle förbättra användbarheten och användarupplevelsen. Ytterligare forskning bör utvärdera en implementerad slutprodukt baserad på de föreslagna designförbättringarna i en verklig miljö. I så fall bör dess pedagogiska meriter också utvärderas. Sammanfattningsvis fann vi att videobaserade MALL-appar som Språkplay kan ge användbara och roliga språkinlärningsfunktioner.
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Donati, Dina, and Dina Donati. "progettare formazione e-learning in sanità." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2020.
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Abstract
Tra il passato e il presente con l’emergenza Covid, una presentazione di progetti e risultati, di come si muove la macchina istituzionale verso il mondo digitale, con le esperienze di e-learning fatte nell’AUSL di Bologna, che invitano all’ottimismo per la formazione in futuro della Sanità e della PA. In questo ambito il Blended learning e la Formazione totalmente e-lerning sono gli strumenti più idonei a traghettare la formazione tradizionale in presenza.
La trasformazione digitale nella nuova PA – il Syllabus - Conoscere le tecnologie emergenti per la trasformazione digitale
Le attività di formazione e-learning con SELF_PA/MOODLE Regione Emilia-Romagna
La creazione di strumenti per l’e-learning con la Community di Self:
• la lezione condizionale, presentazione di una simulazione con gamification;
• le risorse di H5P in particolare “BRANCHIN SCENARIO” per l’interattività, obiettivo futuro di espansione nella formazione in Sanità
La Fad può e deve riguardare l’educazione continua in Sanità, poiché ne è risorsa. Questa tesi nasce con l’intento di raccogliere, mettere a confronto e comunicare linee progettuali degli interventi formativi; gli oggetti della formazione che possono o non possono essere ricompresi in una FAD che permetta un apprendimento significativo; i metodi migliori da inserire in un contesto più grande di una formazione in cui l’assenza di vincoli di spazio e di tempo permette di rendere concreto il modello della formazione permanente o continua sempre più valida e innovativa.
La possibilità è venuta dalla possibilità di sperimentare nuovi oggetti (attività) di Self (H5P principalmente), nuovi strumenti pensati per rendere fruibili e gradevoli gli apprendimenti da sottoporre ai discenti: la nuova release di Moodle è stata una grande occasione per sperimentare e sperimentarsi anche grazie alla risorsa della Community.
Dina Donati
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Narasareddy, Gari Mourya Reddy. "Using Cyberlearning Environment to Improve Student’s Learning and Engagement in Introductory Computer Programming Courses." Diss., North Dakota State University, 2019. https://hdl.handle.net/10365/29804.
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All Computer Science majors are required to take introductory programming (CS1) as a fundamental course which has a high dropout rate. Researchers report that CS1 students lack motivation and need constant resource support. Motivated by these factors, we developed a cyberlearning environment embedded with learning engagement strategies such as Collaborative Learning, Social Interaction and Gamification. The purpose of research is to investigate the impact the cyberlearning environment had on student acquisition of programming concepts. I conducted a series of studies to empirically validate these learning engagement strategies in the context of student learning outcomes. The results of my dissertation have shown that Gamification and Social Interaction when combined or used individually had more positive impact on student learning when compared to that of other learning engagement strategies.This work is supported in part by the National Science Foundation under grants DUE-1225742 and DUE-1525112. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
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Mposula, Ntombifikile Fortunate. "Gamification as a tool for developing critical thinking among ICT students at a tertiary institution in South Africa." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/3020.
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Thesis (MTech (Business Information Systems))--Cape Peninsula University of Technology, 2019The recent generation of students, often referred to as ‘Millennials’, are generally familiar with computer games and therefore learn mostly through virtual experiences from game playing. A high failure rate due to the lack of critical thinking (CT) skills among tertiary students still persists, despite the implementation of CT enhancing programmes and frameworks. The aim of this research was to explore the effect of gamification on the critical thinking skills of Information and Communications Technology (ICT) students. A single pre-and post-quasi-experimental research strategy with a pragmatic perspective research approach was followed. Mixed methods research with self-administered semi-structured questionnaires and interviews was employed. In total, 182 questionnaires distributed to students were analysed pre- and post-intervention, and five (5) interviews were conducted with the relevant lecturers post-intervention. The data were summarised and categorised by applying thematic analysis. All participants volunteered to be part of the study, and they were informed of the confidentiality and anonymity of the research before partaking in the study. From the inductive study results, it was found that CT is already an integral part of the subject content being taught to the students. The experimental learning environment did not result in significant domain-general CT compared to the control environment. Judgement was the only CT skills element showing a significant improvement from pre- to post-results on the respondents’ overall CT. Gamification can be an effectual instrument to enhance CT skills, as it enables the retention of knowledge through play by motivating and stimulating inquisitiveness among students.
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Petersson, Ida, and Hannes Samskog. "Giving programming novices affirmation on their programming skills through gamification: A proposed IT artefact." Thesis, Uppsala universitet, Institutionen för informatik och media, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-446164.
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This design science research proposes an IT artefact consisting of a website and a client application with the focus of letting users receive programming tasks which they will then try and solve, and have their solutions evaluated, thereby giving affirmation on their programming skills. The study sprung from the need to give programming novices confidence in their abilities to write sufficient code solutions to programming tasks. A delimitation was made to concentrate on the concepts covered by the course Fundamentals of Programming given by the Department of Informatics of Media at Uppsala University. The proposal successfully affirms its users coding confidence by assessing and communicating through gamified elements the correctness of the code solution to the user, thus enabling the heightening of the users motivation to continue learning programming skills.Denna designvetenskapliga studie föreslår en IT artefakt bestående av en webbsida och en klientapplikation med fokus på att ge användare programmeringsuppgifter som de sedan ska försöka lösa och sedermera få evaluerade med feedback kring om deras lösning gav korrekt output. Studien utgick från behovet att ge programmeringsnybörjare bekräftelse på deras förmåga att skapa tillräckliga lösningar på koduppgifter. En avgränsning gjordes till att fokusera på de koncept som täcks av kursen Grundläggande programmering som ges av institutionen för Informatik & Media via Uppsala universitet. Förslaget bekräftar framgångsrikt användares kodningskunskaper genom att utvärdera och kommunicera resultaten via gamifierade element till användaren, vilket kan öka användarnas motivation att fortsätta utveckla sin programmeringsförmåga.
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Narasareddy, Gari Mourya Reddy. "Using Cyberlearning Environment to Improve Student?s Learning and Engagement in Introductory Computer Programming Courses." Diss., North Dakota State University, 2019. https://hdl.handle.net/10365/29804.
Full textAbstract:
All Computer Science majors are required to take introductory programming (CS1) as a fundamental course which has a high dropout rate. Researchers report that CS1 students lack motivation and need constant resource support. Motivated by these factors, we developed a cyberlearning environment embedded with learning engagement strategies such as Collaborative Learning, Social Interaction and Gamification. The purpose of research is to investigate the impact the cyberlearning environment had on student acquisition of programming concepts. I conducted a series of studies to empirically validate these learning engagement strategies in the context of student learning outcomes. The results of my dissertation have shown that Gamification and Social Interaction when combined or used individually had more positive impact on student learning when compared to that of other learning engagement strategies.This work is supported in part by the National Science Foundation under grants DUE-1225742 and DUE-1525112. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
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Messner, Kenneth Tyler. "ACTIVE-LEARNING SIMULATION-BASED APPROACH TO DIGITAL PRIVACY AWARENESS AND SECURITY IN SOCIAL-MEDIA (DIGITAL-PASS)." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1572268028135164.
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Petersson, Julius. "Applying Gamification Techniques to Enhance the Learning of Geographical Knowledge on a Mobile Platform Using Flutter and Firebase." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-179054.
Full textAbstract:
The goal of this thesis was to evaluate gamification as a means to teach geographical knowledge. To do this, a mobile application was created that is best identified as a map quiz game. That is, a game which acts as a quiz for geographical knowledge in the likes of ``Where is Poland located on the world map''. The user experience was enhanced with gamification techniques, meaning the addition of several game elements such as points and progress bars. With a high completion rate and time improvements, the thesis found that gamification elements enhance the gaming experience when playing a map quiz game.
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Azzouz, Boudadi Nadia. "Gamification in learning English as a second language: A methodological framework to improve psychobehavioural factors and speaking fluency." Doctoral thesis, Universitat d'Andorra, 2021. http://hdl.handle.net/10803/673424.
Full textAbstract:
This thesis aims to provide a comprehensive framework on the use of gamification in Second Language Acquisition (SLA) with in Computer-Assisted Language Learning (CALL). In the last decade, gamification has proved to be an efficient strategy to engage people in different fields such as business or health and it seems to have become an attractive motivational resource in education too. However, this technique has been embraced, often without a clear understanding of its psychobehavioural or cognitive affordances.
The general aim of this dissertation is twofold. On the one hand, we explore the effects of gamification on essential psychobehavioural factors in SLA as well as on learning achievement. The variables observed include students’ Academic Motivation (AM), Foreign Language Anxiety (FLA), learning achievement in English speaking fluency and students’ attitudes towards gamification. On the other hand, we propose a ready-to-use methodological proposal, based on our empirical findings as well as on previous research evidence.
The empirical research comprises a case study conducted at higher education, specifically at the Universitat d’Andorra (UdA). It includes a comparative study between a treatment group that completed a gamified English course on Moodle and a control group that did the same tasks without gamification. A mixed methodology was implemented to measure both affective and cognitive variables as well as students’ learning experiences in the gamified course. Data was collected using a pretest-posttest design and semi-structured interviews before and after the course. Then, both quantitative and qualitative results were triangulated together with research evidence from the literature.
Our empirical findings show that the treatment group outperformed the control group in Foreign Language Anxiety (FLA) and Academic Motivation (AM), with significant differences in ‘extrinsic motivation from external regulation’ and ‘intrinsic motivation toward achievement’. As for learning outcomes in speaking fluency, the effects of gamification seem to be inconclusive, in line with what previous authors suggest within the framework of SLA. Consequently, we advocate for further research to explore whether speaking fluency would show different results in longitudinal studies. Additionally, we discuss the role that gamification should be given in education.
Finally, the dissertation concludes with a methodological proposal including a first section where the gamification design is fully described and supported by empirical research and a second section comprising teaching and learning strategies to further enhance speaking fluency.Aquesta tesi té com a objectiu proporcionar un marc exhaustiu sobre l'ús de la gamificació a l’àmbit de l'aprenentatge de segones llengües assistit per ordinador. Al llarg de l'última dècada, la gamificació ha demostrat ser una estratègia eficient per augmentar la participació de les persones en diferents àmbits, com els negocis o la salut. Tanmateix, sembla que s'ha convertit en una tècnica motivacional atractiva per a l'educació. No obstant això, aquesta estratègia s'ha adoptat sovint sense una clara comprensió de les seves implicacions psico-conductuals i cognitives. L’aportació d'aquesta tesi té una doble vessant. D'una banda, explora els efectes de la gamificació sobre factors psico-conductuals claus en l’adquisició de segones llengües, així com en el progrés en l'aprenentatge. Les variables observades inclouen la motivació acadèmica, l’ansietat en l’aprenentatge de segones llengües, la fluïdesa de la producció oral en anglès i l'actitud dels estudiants cap a la gamificació. D'altra banda, es descriu una proposta metodològica pràctica, basada en les troballes empíriques de la tesi juntament amb les evidències de la literatura. La recerca empírica comprèn un estudi de cas realitzat en l'ensenyament superior, específicament a la Universitat d'Andorra (UdA). La recerca inclou un estudi comparatiu entre un grup experimental d’un curs d’anglès gamificat a la plataforma Moodle i un grup control que ha realitzat les mateixes tasques sense gamificació. S’ha emprat una metodologia mixta per mesurar tant variables afectives com cognitives així com l'experiència d'aprenentatge dels estudiants en el curs gamificat. S’han recollit les dades utilitzant un disseny pre-test/post-test juntament amb entrevistes semiestructurades abans i després del curs. Finalment, s’han triangulat els resultats quantitatius i qualitatius amb les evidències de la literatura. Les nostres troballes empíriques mostren que el grup experimental supera el grup control pel que fa a l’ansietat en l’aprenentatge de segones llengües i a la motivació acadèmica, amb diferències significatives en la ‘motivació extrínseca per regulació externa’ i en la ‘motivació intrínseca cap a l'assoliment’. Pel que fa a la progressió de la fluïdesa en la producció oral, els efectes de la Gamificació no semblen ser concloents. Aquest resultat correspon amb allò que altres autors suggereixen en el marc de l'aprenentatge de segones llengües. Conseqüentment, recomanem una recerca més aprofundida per explorar si la fluïdesa de la parla mostraria diferents resultats en estudis longitudinals. Tanmateix, s’aporten orientacions sobre el rol que s’hauria d’atorgar a la Gamificació en l’educació. Finalment, la tesi conclou amb una proposta metodològica que inclou dues seccions. La primera descriu en detall el disseny de la Gamificació fonamentat en la recerca empírica. I la segona, comprèn estratègies d'ensenyament i aprenentatge per reforçar la fluïdesa de la parla.