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Emendo - A Toolchain for Creating Gamified Learning Arrangements for Online Learning Settings
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This contribution describes the Emendo toolchain which enables the effective creation and implementation of gamified learning arrangements for online learning settings based on the domain-specific modeling approach. The components of Emendo are a domain-specific modeling language, a generator which transforms models based on the language into source code as well as the embedding of the latter in a learning management system. Scenarios for the usage of Emendo for teaching and learning are presented with respect to the functionalities of the toolchain. In addition, a qualitative evaluation concerning Emendo’s goals, concept and insights on the results is given. The evaluation shows that Emendo reaches high acceptance for teaching purposes and can serve as a promising means for the digitisation of teaching and learning.
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This paper describes ongoing research concerning the effective development of gamified learning arrangements. It shows the necessity for more standardization of the design of such arrangements and reveals potential ways in order to support this need with the use of a domain-specific modeling language. The latter is used by lecturers for designing and exchanging models of gamified learning arrangements and provides the possibility to automatically generate a working learning management system using a language specific generator. The generated learning management system can directly be used by learners and furthermore allows to track the individual learning process for both learners and lecturers.
This contribution covers the description and analysis of Just-in-Time Teaching with the optional integration of Peer Instruction and reveals motivational deficits of existing applications documented in literature. Potential best practices derived from the gamification approach are described and related to the deficits in order to solve them. Finally, an example for applying the concept of gamified Just-in-Time Teaching for learning state diagrams is demonstrated.
The presented here instructional model is based on two premises derived from psychological and learning theories. The first is that students take greater control on their own learning, which implies active learning where the instructor acts as a mentor. The second is that the learning environment enables interplay between the extrinsic forces acting on learners and the intrinsic motives and needs inherent in human nature. We claim that such a model can be built by leveraging strategies from both flipped learning and gamification.
Der vorliegende Beitrag zeigt anhand eines semesterbegleitenden Onlinekurses für die Lehrveranstaltung Theoretische Informatik, wie Gamification in der Lehre genutzt werden kann, um die Auseinandersetzung mit fachlichen Grundlagen zu fördern und um Studierende zum kontinuierlichen Lernen zu motivieren. In dem Beitrag werden die Konzeption des Kurses sowie die darin genutzten Gamificationelemente vorgestellt. Abschließend wird von den ersten Ergebnissen dieses Kurses berichtet.
Achievement badges are a form of gamification that are used in an attempt to increase user engagement and motivation in various systems. A badge is typically a graphical icon that appears as a reward for the user after reaching an achievement but that has no practical value. In this study, we describe and evaluate the use of achievement badges in the TRAKLA2 online learning environment where students solve interactive, automatically assessed exercises in a Data Structures and Algorithms course throughout the semester. We conducted an experiment where the students (N=281) were randomly divided into a treatment and a control group, with and without achievement badges. Students in the treatment group were awarded achievement badges, for example, for solving exercises correctly on the first attempt, doing exercises early, or solving all the exercises in a round with full points. Grading was the same for both groups, i.e. collecting badges did not affect the final grade, even though the exercise points themselves did. Students’ activity in TRAKLA2 was logged in order to find out whether the achievement badges had an effect on their behavior. We also collected numerical and open-ended feedback in order to find out students’ attitudes towards the badges. Our results show that achievement badges can be used to affect students’ behavior. Statistically significant differences were observed in the time used per exercise, number of sessions, total time, and normalized total number of badges. Furthermore, the majority of the students reported being motivated by the badges. Based on our findings, achievement badges seem to be a promising method to motivate students and to encourage desired study practices.
In English vocabulary learning, continuation is an important factor; however, many learners are not good at continuing learning because they tend to prefer amusement or rest. Our proposed system is targeting learners who are eager to learn but are not able to continue learning for various reasons. We especially focused on English vocabulary learning, and described an approach for learners who have difficulty with continuing learning. Our developed application aggressively supports the learners' sustainable motivation by gamification techniques and an efficient difficulty setting method.
Gamification is the use of game design elements in non-game settings to engage participants and encourage desired behaviors. It has been identified as a promising technique to improve students’ engagement which could have a positive impact on learning. This study evaluated the learning effectiveness and engagement appeal of a gamified learning activity targeted at the learning of C-programming language. Furthermore, the study inquired into which gamified learning activities were more appealing to students. The study was conducted using the mixed-method sequential explanatory protocol. The data collected and analysed included logs, questionnaires, and pre- and post-tests. The results of the evaluation show positive effects on the engagement of students toward the gamified learning activities and a moderate improvement in learning outcomes. Students reported different motivations for continuing and stopping activities once they completed the mandatory assignment. The preferences for different gamified activities were also conditioned by academic milestones.
In this contribution we present a game-based learning concept which is based on mobile devices. It focuses a joyful stabilization of knowledge and the engagement of students using the Gamification approach and its game mechanics. Previous findings how to promote students' motivation are adapted in the mobile context and discussed. Steps for the realization of the concept in a university are described.
Recent years have seen a rapid proliferation of mass-market consumer software that takes inspiration from video games. Usually summarized as "gamification", this trend connects to a sizeable body of existing concepts and research in human-computer interaction and game studies, such as serious games, pervasive games, alternate reality games, or playful design. However, it is not clear how "gamification" relates to these, whether it denotes a novel phenomenon, and how to define it. Thus, in this paper we investigate "gamification" and the historical origins of the term in relation to precursors and similar concepts. It is suggested that "gamified" applications provide insight into novel, gameful phenomena complementary to playful phenomena. Based on our research, we propose a definition of "gamification" as the use of game design elements in non-game contexts.
Meaningful gamification is the use of gameful and playful layers to help a user find personal connections that motivate engagement with a specific context for long-term change. While reward-based gamification can be useful for short-term goals and situations where the participants have no personal connections or intrinsic motivation to engage in a context, rewards can reduce intrinsic motivation and the long-term desire to engage with the real world context. If the goal is long-term change, then rewards should be avoided and other game-based elements used to create a system based on concepts of meaningful gamification. This article introduces six concepts—Reflection, Exposition, Choice, Information, Play, and Engagement—to guide designers of gamification systems that rely on non-reward-based game elements to help people find personal connections and meaning in a real world context.