Just beat it: Exploring the influences of competition and task-related factors in gamified learning environments
Resumo
Understanding how each game element in isolation affects learners' motivation and contextual factors' moderator effects is needed to improve gamified interventions. Thus, this paper explored the impact of one of the most used game elements - Competition - on motivation and whether task-related contextual factors (e.g., familiarity with the task's subject) moderate that impact. In a within-subject quasi-experimental design, graduate students from an Artificial Intelligence course created a reflexive intelligent agent for a console-based fight simulator in a non-gamified condition. Then, they improved their agents to compete against their peers agents (gamified condition). Based on motivation levels measured in both conditions, we found that Competition was positive for students and that task-related contextual factors influenced that effect. Therefore, suggesting i) Competition alone can be positive for motivation and ii) contextual moderators should be considered in defining gamified designs.Referências
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Ellis, P. D. (2010). The essential guide to effect sizes: Statistical power, meta-analysis, and the interpretation of research results. Cambridge University Press.
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Hallifax, S., Serna, A., Marty, J.-C., Lavoue, G., and Lavou ´ e, E. (2019). Factors to consider for tailored gamification. In Proceedings of the Annual Symposium on Computer-Human Interaction in Play, CHI PLAY ’19, page 559–572.
Klock, A. C. T., Gasparini, I., Pimenta, M. S., and Hamari, J. (2020). Tailored gamification: A review of literature. International Journal of Human-Computer Studies.
Koivisto, J. and Hamari, J. (2019). The rise of motivational information systems: A review of gamification research. International Journal of Information Management, 45:191–210.
Landers, R. N., Collmus, A. B., and Williams, H. (2019). The greatest battle is within ourselves: An experiment on the effects of competition alone on task performance. International Journal of Human-Computer Studies, 127:51–61.
Liu, D., Santhanam, R., and Webster, J. (2017). Toward meaningful engagement: A framework for design and research of gamified information systems. MIS quarterly, 41(4)
Mekler, E. D., Bruhlmann, F., Tuch, A. N., and Opwis, K. (2017). Towards understanding the effects of individual gamification elements on intrinsic motivation and performance. Computers in Human Behavior, 71:525 – 534.
Papadopoulos, P. M., Lagkas, T., and Demetriadis, S. N. (2015). How revealing rankings affects student attitude and performance in a peer review learning environment. In International Conference on Computer Supported Education, pages 225–240. Springer.
Pink, D. H. (2011). Drive: The surprising truth about what motivates us. Penguin.
Rodrigues, L. and Brancher, J. D. (2019). Playing an educational game featuring procedural content generation: which attributes impact players’ curiosity? RENOTE, 17(1).
Rodrigues, L., Oliveira, W., Toda, A., Palomino, P., and Isotani, S. (2019). Thinking inside the box: How to tailor gamified educational systems based on learning activities types. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação - SBIE), volume 30, page 823.
Russell, S. J. and Norvig, P. (2010). Intelligent agents. In Artificial Intelligence: A Modern Approach. Prentice Hall Press.
Sailer, M. and Homner, L. (2019). The gamification of learning: a meta-analysis. Educational Psychology Review.
Savard, I. and Mizoguchi, R. (2019). Context or culture: what is the difference? Research and Practice in Technology Enhanced Learning, 14(1):1–12.
Swaray, R. (2012). An evaluation of a group project designed to reduce free-riding and promote active learning. Assessment & Evaluation in Higher Education, 37(3).
Thom, J., Millen, D., and DiMicco, J. (2012). Removing gamification from an enterprise sns. In Proceedings of the acm 2012 conference on computer supported cooperative work, pages 1067–1070. ACM.
Toda, A. M., do Carmo, R. M., da Silva, A. P., Bittencourt, I. I., and Isotani, S. (2019a). An approach for planning and deploying gamification concepts with social networks within educational contexts. International Journal of Information Management, 46:294–303.
Toda, A. M., Klock, A. C., Oliveira, W., Palomino, P. T., Rodrigues, L., Shi, L., Bittencourt, I., Gasparini, I., Isotani, S., and Cristea, A. I. (2019b). Analysing gamification elements in educational environments using an existing gamification taxonomy. Smart Learning Environments, 6(1):16.
Toda, A. M., Palomino, P. T., Oliveira, W., Rodrigues, L., Klock, A. C., Gasparini, I., Cristea, A. I., and Isotani, S. (2020). How to gamify learning systems? an experience report using the design sprint method and a taxonomy for gamification elements in education. Journal of educational technology and society., 22(3):1–14.
van Roy, R. and Zaman, B. (2017). Why gamification fails in education and how to make it successful: Introducing nine gamification heuristics based on self-determination theory. In Serious Games and Edutainment Applications: Volume II, pages 485–509.
Wohlin, C., Runeson, P., Host, M., Ohlsson, M. C., Regnell, B., and Wessl ¨ en, A. (2012). ´ Experimentation in software engineering. Springer Science & Business Media.
Deterding, S., Dixon, D., Khaled, R., and Nacke, L. (2011). From game design elements to gamefulness: defining gamification. In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments, pages 9–15.
Ellis, P. D. (2010). The essential guide to effect sizes: Statistical power, meta-analysis, and the interpretation of research results. Cambridge University Press.
Guay, F., Vallerand, R. J., and Blanchard, C. (2000). On the assessment of situational intrinsic and extrinsic motivation: The situational motivation scale (sims). Motivation and emotion, 24(3):175–213.
Hallifax, S., Serna, A., Marty, J.-C., Lavoue, G., and Lavou ´ e, E. (2019). Factors to consider for tailored gamification. In Proceedings of the Annual Symposium on Computer-Human Interaction in Play, CHI PLAY ’19, page 559–572.
Klock, A. C. T., Gasparini, I., Pimenta, M. S., and Hamari, J. (2020). Tailored gamification: A review of literature. International Journal of Human-Computer Studies.
Koivisto, J. and Hamari, J. (2019). The rise of motivational information systems: A review of gamification research. International Journal of Information Management, 45:191–210.
Landers, R. N., Collmus, A. B., and Williams, H. (2019). The greatest battle is within ourselves: An experiment on the effects of competition alone on task performance. International Journal of Human-Computer Studies, 127:51–61.
Liu, D., Santhanam, R., and Webster, J. (2017). Toward meaningful engagement: A framework for design and research of gamified information systems. MIS quarterly, 41(4)
Mekler, E. D., Bruhlmann, F., Tuch, A. N., and Opwis, K. (2017). Towards understanding the effects of individual gamification elements on intrinsic motivation and performance. Computers in Human Behavior, 71:525 – 534.
Papadopoulos, P. M., Lagkas, T., and Demetriadis, S. N. (2015). How revealing rankings affects student attitude and performance in a peer review learning environment. In International Conference on Computer Supported Education, pages 225–240. Springer.
Pink, D. H. (2011). Drive: The surprising truth about what motivates us. Penguin.
Rodrigues, L. and Brancher, J. D. (2019). Playing an educational game featuring procedural content generation: which attributes impact players’ curiosity? RENOTE, 17(1).
Rodrigues, L., Oliveira, W., Toda, A., Palomino, P., and Isotani, S. (2019). Thinking inside the box: How to tailor gamified educational systems based on learning activities types. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação - SBIE), volume 30, page 823.
Russell, S. J. and Norvig, P. (2010). Intelligent agents. In Artificial Intelligence: A Modern Approach. Prentice Hall Press.
Sailer, M. and Homner, L. (2019). The gamification of learning: a meta-analysis. Educational Psychology Review.
Savard, I. and Mizoguchi, R. (2019). Context or culture: what is the difference? Research and Practice in Technology Enhanced Learning, 14(1):1–12.
Swaray, R. (2012). An evaluation of a group project designed to reduce free-riding and promote active learning. Assessment & Evaluation in Higher Education, 37(3).
Thom, J., Millen, D., and DiMicco, J. (2012). Removing gamification from an enterprise sns. In Proceedings of the acm 2012 conference on computer supported cooperative work, pages 1067–1070. ACM.
Toda, A. M., do Carmo, R. M., da Silva, A. P., Bittencourt, I. I., and Isotani, S. (2019a). An approach for planning and deploying gamification concepts with social networks within educational contexts. International Journal of Information Management, 46:294–303.
Toda, A. M., Klock, A. C., Oliveira, W., Palomino, P. T., Rodrigues, L., Shi, L., Bittencourt, I., Gasparini, I., Isotani, S., and Cristea, A. I. (2019b). Analysing gamification elements in educational environments using an existing gamification taxonomy. Smart Learning Environments, 6(1):16.
Toda, A. M., Palomino, P. T., Oliveira, W., Rodrigues, L., Klock, A. C., Gasparini, I., Cristea, A. I., and Isotani, S. (2020). How to gamify learning systems? an experience report using the design sprint method and a taxonomy for gamification elements in education. Journal of educational technology and society., 22(3):1–14.
van Roy, R. and Zaman, B. (2017). Why gamification fails in education and how to make it successful: Introducing nine gamification heuristics based on self-determination theory. In Serious Games and Edutainment Applications: Volume II, pages 485–509.
Wohlin, C., Runeson, P., Host, M., Ohlsson, M. C., Regnell, B., and Wessl ¨ en, A. (2012). ´ Experimentation in software engineering. Springer Science & Business Media.
Publicado
24/11/2020
Como Citar
RODRIGUES, Luiz; TODA, Armando M.; OLIVEIRA, Wilk; PALOMINO, Paula T.; ISOTANI, Seiji.
Just beat it: Exploring the influences of competition and task-related factors in gamified learning environments. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 31. , 2020, Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2020
.
p. 461-470.
DOI: https://doi.org/10.5753/cbie.sbie.2020.461.
