For whom should we gamify? Insights on the users intentions and context towards gamification in education
Resumo
Gamification design in educational environments is not trivial and many variables need to be considered to achieve positive outcomes. Often, educators and designers do not know when the students intentions on the use of gamified environments might influence their experience. Based on this premise, this paper describes an exploratory study on the users intention to use gamification, focusing on its influence in the field of education. We conducted a survey study with participants (N=1.692) and analysed their answers using unsupervised data mining techniques. As a result, we obtained empirical evidence showing that demographic and contextual variables influence (positively and negatively) peoples intention to use gamification. This evidence can support designers and educators better understand whether and when they should or should not gamify a learning environment.Referências
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An, Y., Zhu, M., Bonk, C. J. and Lin, L. (6 jun 2020). Exploring instructors’ perspectives, practices, and perceived support needs and barriers related to the gamification of MOOCs. Journal of Computing in Higher Education, p. 1–21.
Bentley, F., Neill, K. O., Quehl, K. and Lottridge, D. (21 apr 2020). Exploring the Quality , Efficiency , and Representative Nature of Responses Across Multiple Survey Panels. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems. . ACM. https://dl.acm.org/doi/10.1145/3313831.3376671, [accessed on Jun 3].
Cohen, J. (1 apr 1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, v. 20, n. 1, p. 37–46.
Davis, F. D. (sep 1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, v. 13, n. 3, p. 319.
Deterding, S., Sicart, M., Nacke, L., O’Hara, K. and Dixon, D. (2011). From Game Design Elements to Gamefulness: Defining “Gamification.” Proceedings of the 2011 annual conference extended abstracts on Human factors in computing systems - CHI EA ’11, p. 2425.
Dichev, C. and Dicheva, D. (20 dec 2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education. Nature Publishing Group. http://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-017-0042-5, [accessed on Apr 17].
Hahsler, M., Grün, B. and Hornik, K. (2007). Introduction to arules--mining association rules and frequent item sets. SIGKDD Explor, v. 2, n. 4, p. 1–28.
Hamari, J. (2015). Why Do People Buy Virtual Goods ? Attitude towards Virtual Good Purchases versus Game Enjoyment.
Hamari, J. and Koivisto, J. (1 aug 2015). Why do people use gamification services? International Journal of Information Management, v. 35, n. 4, p. 419–431.
Klock, A. C. T., Gasparini, I., Pimenta, M. S. and Hamari, J. (13 jun 2020). Tailored gamification: A review of literature. International Journal of Human-Computer Studies, p. 102495.
Klock, A. C. T., Ogawa, A. N., Gasparini, I. and Pimenta, M. S. (2018). Does gamification matter? A systematic mapping about the evaluation of gamification in educational environments. In Proceedings of the 33rd Annual ACM Symposium on Applied Computing. . ACM Press. http://dl.acm.org/citation.cfm?doid=3167132.3167347, [accessed on Jan 8].
Lazar, J., Feng, J. H. and Hochheiser, H. (2017). Research methods in human-computer interaction. 2nd. ed. Morgan Kaufmann.
Likert, R. A. (1932). A technique for the measurement of attitudes. Archives of Psychology, v. 140, n. 140, p. 44–53.
MacQueen, J. and Others (1967). Some methods for classification and analysis of multivariate observations. In Proceedings of the fifth Berkeley symposium on mathematical statistics and probability.
Nelson, M. J. M. (2012). Soviet and American precursors to the gamification of work. Proceeding of the 16th international academic MindTrek conference (pp. 23-26), p. 23–26.
Palomino, P. T., Toda, A., Oliveira, W., et al. (2019). Exploring Content Game Elements to Support Gamification Design in Educational Systems : Narrative and Storytelling. In Proceedings of the SBIE 2019.
Pereira, F. D., Oliveira, E. H. T., Oliveira, D. B. F., et al. (2020a). Using learning analytics in the Amazonas: understanding students’ behaviour in introductory programming. British Journal of Educational Technology, p. bjet.12953.
Pereira, F. D., Toda, A., Oliveira, E. H., Cristea, A. I., Isotani, S., Laranjeira, D., Almeida, A., Mendonça, J. (2020b). Can We Use Gamification to Predict Students’ Performance? A Case Study Supported by an Online Judge. In International Conference on Intelligent Tutoring Systems (pp. 259-269). Springer, Cham.
Rodrigues, L. F., Oliveira, A. and Costa, C. J. (1 oct 2016). Playing seriously - How gamification and social cues influence bank customers to use gamified e-business applications. Computers in Human Behavior, v. 63, p. 392–407.
Satopaa, V., Albrecht, J., Irwin, D. and Raghavan, B. (2011). Finding a" kneedle" in a haystack: Detecting knee points in system behavior. In 2011 31st international conference on distributed computing systems workshops.
Savard, I. and Mizoguchi, R. (18 dec 2019). Context or culture: what is the difference? Research and Practice in Technology Enhanced Learning. SpringerOpen. https://telrp.springeropen.com/articles/10.1186/s41039-019-0112-5, [accessed on May 25].
Seaborn, K. and Fels, D. I. (2014). Gamification in Theory and Action: A Survey. Internatoinal Journal of Human-Computer Studies, v. 74, p. 14–31.
Toda, A. M., Valle, P. H. D. D. and Isotani, S. (20 mar 2018). The Dark Side of Gamification: An Overview of Negative Effects of Gamification in Education. In Communications in Computer and Information Science. . Springer, Cham. http://link.springer.com/10.1007/978-3-319-97934-2_9, [accessed on Oct 1].
Vargas-Enriquez, J., Garcia-Mundo, L., Genero, M. and Piattini, M. (sep 2015). A Systematic Mapping Study on Gamified Software Quality. 2015 7th International Conference on Games and Virtual Worlds for Serious Applications (VS-Games), p. 1–8.
Publicado
24/11/2020
Como Citar
TODA, Armando et al.
For whom should we gamify? Insights on the users intentions and context towards gamification in education. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 31. , 2020, Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2020
.
p. 471-480.
DOI: https://doi.org/10.5753/cbie.sbie.2020.471.
