Affective Memory in Gamified Learning: A Usability Study
Resumo
Gamified learning has the potential to improve learning outcomes, but most strategies are focused on using Points-Badges-Leaderboards (PBL) while neglecting other game elements. Drawing upon research discussing nostalgia’s potential to improve user experience and engagement, we hypothesized affective memory could aid in designing gamification’s visual aesthetics. To start testing that hypothesis, we conducted a moderated usability study aiming to understand how Pokémon-based gamification compares to a trophy-based approach. Nine undergraduate students used two versions of a gamified quiz prototype (Pokémon and trophy-based) to complete multiple-choice items, then discussed their experiences in a semi-structured interview. Our findings suggest affective memory plays a significant role in gamified learning and indicate Pokémon-based gamification might maximize intrinsic motivation. Thus, informing practitioners that gamification targeting affective memory can enhance learning by increasing engagement and intrinsic motivation, and calling researchers to further investigate affective memory and other brands in gamification research.
Palavras-chave:
Gamification, Affective Memory, Education, Qualitative
Referências
Barbosa, S. D. J., Silva, B. d., Silveira, M. S., Gasparini, I., Darin, T., and Barbosa, G. D. J. (2021). Interação humano-computador e experiência do usuário. Auto publicação.
Cardoso, C. L., Gontijo, L. A., and Ono, M. M. (2017). Affective memory: An ethnographic approach to design. Strategic Design Research Journal, 10(1):79–88.
Chou, Y.-k. (2019). Actionable gamification: Beyond points, badges, and leaderboards. Packt Publishing Ltd.
Corbin, J. and Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage publications.
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. ACM.
Harborth, D. and Pape, S. (2020). How nostalgic feelings impact pokemon go players–integrating childhood brand nostalgia into the technology acceptance theory. Behaviour & Information Technology, 39(12):1276–1296.
Huang, R., Ritzhaupt, A. D., Sommer, M., Zhu, J., Stephen, A., Valle, N., Hampton, J., and Li, J. (2020). The impact of gamification in educational settings on student learning outcomes: a meta-analysis. Educational Technology Research and Development, pages 1–27.
Kao, D. and Harrell, D. F. (2018). The effects of badges and avatar identification on play and making in educational games. In Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems, pages 1–19.
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., Auer, E. M., Collmus, A. B., and Armstrong, M. B. (2018). Gamification science, its history and future: Definitions and a research agenda. Simulation & Gaming, 49(3):315–337.
Linehan, C. and Kirman, B. (2017). Mc hammer presents: the hammer of transformative nostalgification-designing for engagement at scale. In Proceedings of the 2017 CHI conference extended abstracts on human factors in computing systems, pages 735– 746.
Morschheuser, B., Hassan, L., Werder, K., and Hamari, J. (2018). How to design gamification? a method for engineering gamified software. Information and Software Technology, 95:219–237.
Palomino, P. T., Toda, A. M., Oliveira, W., Rodrigues, L., and Isotani, S. (2019). Gamification journey: A novel approach for classifying gamer types for gamified educational systems. Proceedings of SBGames, pages 165–173
Pereira, R., Rodrigues, K. R., and Silveira, M. S. (2021). Gamifichi: thematized badges for hci courses. In Proceedings of the XX Brazilian Symposium on Human Factors in Computing Systems, pages 1–10.
Rodrigues, L., Palomino, P. T., Toda, A. M., Klock, A. C., Oliveira, W., Avila-Santos, A. P., Gasparini, I., and Isotani, S. (2021). Personalization improves gamification: evidence from a mixed-methods study. Proceedings of the ACM on Human-Computer Interaction, 5(CHI PLAY):1–25.
Rodrigues, L., Pereira, F., Toda, A., Palomino, P., Oliveira, W., Pessoa, M., Carvalho, L., Oliveira, D., Oliveira, E., Cristea, A., et al. (2022). Are they learning or playing? moderator conditions of gamification’s success in programming classrooms. ACM Transactions on Computing Education (TOCE).
Rodrigues, L., Toda, A. M., Palomino, P. T., Oliveira, W., and Isotani, S. (2020). Personalized gamification: A literature review of outcomes, experiments, and approaches. In Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality, pages 699–706
Rowland, C. A. (2014). The effect of testing versus restudy on retention: a meta-analytic review of the testing effect. Psychological Bulletin, 140(6):1432.
Ryan, R. M. and Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.
Sailer, M. and Homner, L. (2020). The gamification of learning: a meta-analysis. Educ Psychol Rev, 32:77–112.
Schmidt-Kraepelin, M., Thiebes, S., Stepanovic, S., Mettler, T., and Sunyaev, A. (2019). Gamification in health behavior change support systems-a synthesis of unintended side effects. In Proceedings of the 14th International Conference on Wirtschaftsinformatik, pages 1032–1046.
Toda, A., Oliveira, W., Shi, L., Bittencourt, I., Isotani, S., and Cristea, A. (2019a). Planning gamification strategies based on user characteristics and dm: A gender-based case study. In 12th International Conference on Educational Data Mining, pages 438–443.
Toda, A. M., dos Santos, W. O., Klock, A. C., Gasparini, I., Bittencourt, I. I., and Isotani, S. (2018a). Frameworks para o planejamento da gamificação em contextos educacionais-uma revisão da literatura nacional. RENOTE, 16(2).
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., Valle, P. H. D., and Isotani, S. (2018b). The dark side of gamification: An overview of negative effects of gamification in education. In Cristea, A. I., Bittencourt, I. I., and Lima, F., editors, Higher Education for All. From Challenges to Novel Technology-Enhanced Solutions, pages 143–156, Cham. Springer International Publishing.
Tondello, G. F. (2019). Dynamic Personalization of Gameful Interactive Systems. PhD thesis, University of Waterloo.
Tondello, G. F., Mora, A., Marczewski, A., and Nacke, L. E. (2019). Empirical validation of the gamification user types hexad scale in english and spanish. International Journal of Human-Computer Studies, 127:95–111.
Vansteenkiste, M., Sierens, E., Soenens, B., Luyckx, K., and Lens, W. (2009). Motivational profiles from a self-determination perspective: The quality of motivation matters. Journal of educational psychology, 101(3):671.
Wohlin, C., Runeson, P., Hst, M., Ohlsson, M. C., Regnell, B., and Wessln, A. (2012). Experimentation in Software Engineering. Springer Publishing Company, Incorporated.
Cardoso, C. L., Gontijo, L. A., and Ono, M. M. (2017). Affective memory: An ethnographic approach to design. Strategic Design Research Journal, 10(1):79–88.
Chou, Y.-k. (2019). Actionable gamification: Beyond points, badges, and leaderboards. Packt Publishing Ltd.
Corbin, J. and Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage publications.
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. ACM.
Harborth, D. and Pape, S. (2020). How nostalgic feelings impact pokemon go players–integrating childhood brand nostalgia into the technology acceptance theory. Behaviour & Information Technology, 39(12):1276–1296.
Huang, R., Ritzhaupt, A. D., Sommer, M., Zhu, J., Stephen, A., Valle, N., Hampton, J., and Li, J. (2020). The impact of gamification in educational settings on student learning outcomes: a meta-analysis. Educational Technology Research and Development, pages 1–27.
Kao, D. and Harrell, D. F. (2018). The effects of badges and avatar identification on play and making in educational games. In Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems, pages 1–19.
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., Auer, E. M., Collmus, A. B., and Armstrong, M. B. (2018). Gamification science, its history and future: Definitions and a research agenda. Simulation & Gaming, 49(3):315–337.
Linehan, C. and Kirman, B. (2017). Mc hammer presents: the hammer of transformative nostalgification-designing for engagement at scale. In Proceedings of the 2017 CHI conference extended abstracts on human factors in computing systems, pages 735– 746.
Morschheuser, B., Hassan, L., Werder, K., and Hamari, J. (2018). How to design gamification? a method for engineering gamified software. Information and Software Technology, 95:219–237.
Palomino, P. T., Toda, A. M., Oliveira, W., Rodrigues, L., and Isotani, S. (2019). Gamification journey: A novel approach for classifying gamer types for gamified educational systems. Proceedings of SBGames, pages 165–173
Pereira, R., Rodrigues, K. R., and Silveira, M. S. (2021). Gamifichi: thematized badges for hci courses. In Proceedings of the XX Brazilian Symposium on Human Factors in Computing Systems, pages 1–10.
Rodrigues, L., Palomino, P. T., Toda, A. M., Klock, A. C., Oliveira, W., Avila-Santos, A. P., Gasparini, I., and Isotani, S. (2021). Personalization improves gamification: evidence from a mixed-methods study. Proceedings of the ACM on Human-Computer Interaction, 5(CHI PLAY):1–25.
Rodrigues, L., Pereira, F., Toda, A., Palomino, P., Oliveira, W., Pessoa, M., Carvalho, L., Oliveira, D., Oliveira, E., Cristea, A., et al. (2022). Are they learning or playing? moderator conditions of gamification’s success in programming classrooms. ACM Transactions on Computing Education (TOCE).
Rodrigues, L., Toda, A. M., Palomino, P. T., Oliveira, W., and Isotani, S. (2020). Personalized gamification: A literature review of outcomes, experiments, and approaches. In Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality, pages 699–706
Rowland, C. A. (2014). The effect of testing versus restudy on retention: a meta-analytic review of the testing effect. Psychological Bulletin, 140(6):1432.
Ryan, R. M. and Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.
Sailer, M. and Homner, L. (2020). The gamification of learning: a meta-analysis. Educ Psychol Rev, 32:77–112.
Schmidt-Kraepelin, M., Thiebes, S., Stepanovic, S., Mettler, T., and Sunyaev, A. (2019). Gamification in health behavior change support systems-a synthesis of unintended side effects. In Proceedings of the 14th International Conference on Wirtschaftsinformatik, pages 1032–1046.
Toda, A., Oliveira, W., Shi, L., Bittencourt, I., Isotani, S., and Cristea, A. (2019a). Planning gamification strategies based on user characteristics and dm: A gender-based case study. In 12th International Conference on Educational Data Mining, pages 438–443.
Toda, A. M., dos Santos, W. O., Klock, A. C., Gasparini, I., Bittencourt, I. I., and Isotani, S. (2018a). Frameworks para o planejamento da gamificação em contextos educacionais-uma revisão da literatura nacional. RENOTE, 16(2).
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., Valle, P. H. D., and Isotani, S. (2018b). The dark side of gamification: An overview of negative effects of gamification in education. In Cristea, A. I., Bittencourt, I. I., and Lima, F., editors, Higher Education for All. From Challenges to Novel Technology-Enhanced Solutions, pages 143–156, Cham. Springer International Publishing.
Tondello, G. F. (2019). Dynamic Personalization of Gameful Interactive Systems. PhD thesis, University of Waterloo.
Tondello, G. F., Mora, A., Marczewski, A., and Nacke, L. E. (2019). Empirical validation of the gamification user types hexad scale in english and spanish. International Journal of Human-Computer Studies, 127:95–111.
Vansteenkiste, M., Sierens, E., Soenens, B., Luyckx, K., and Lens, W. (2009). Motivational profiles from a self-determination perspective: The quality of motivation matters. Journal of educational psychology, 101(3):671.
Wohlin, C., Runeson, P., Hst, M., Ohlsson, M. C., Regnell, B., and Wessln, A. (2012). Experimentation in Software Engineering. Springer Publishing Company, Incorporated.
Publicado
16/11/2022
Como Citar
RODRIGUES, Luiz; ARNDT, Daniel; PALOMINO, Paula; TODA, Armando; KLOCK, Ana Carolina Tomé; AVILA-SANTOS, Anderson; ISOTANI, Seiji.
Affective Memory in Gamified Learning: A Usability Study. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 33. , 2022, Manaus.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2022
.
p. 585-596.
DOI: https://doi.org/10.5753/sbie.2022.225748.
