Motivation no Jutsu: Exploring the Power of Badge Aesthetics in Gamified Learning
Resumo
Gamification researchers have discussed the relevance of connecting game elements’ visual appearance to students’ feelings as a way to enhance learning outcomes. However, there is limited evidence from experimental studies on how gamification affects learning experiences. This study tackles this gap by investigating how students’ feelings toward the visual appearance of badges affect their learning experiences in a gamified educational system. We conducted an experimental study (n = 19) comparing non-thematic badges to thematic ones featuring characters from a popular animation brand (i.e., Naruto), while controlling for the moderating effect of students’ enthusiasm towards such brand. The results suggested that connecting gamification designs to students’ feelings through visually appealing game elements can enhance their learning experiences, possibly because most students enjoy the anime and do not like non-thematic badges. Nevertheless, the results also raised concerns about the brand badges, such as distracting students. Thus, this paper informs practitioners and researchers on the value of designing gamification so that its aesthetics connect to students’ feelings and raises concerns on potential issues to be considered and further explored.
Referências
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Hicks, K., Gerling, K., Dickinson, P., and Vanden Abeele, V. (2019a). Juicy game design: Understanding the impact of visual embellishments on player experience. In Proceedings of the Annual Symposium on Computer-Human Interaction in Play, pages 185–197.
Hicks, K., Gerling, K., Richardson, G., Pike, T., Burman, O., and Dickinson, P. (2019b). Understanding the effects of gamification and juiciness on players. In 2019 IEEE Conference on Games (CoG), pages 1–8. IEEE.
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.
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, page 102495.
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.
Kotrlik, J. W. and Williams, H. A. (2003). The incorporation of effect size in information technology, learning, information technology, learning, and performance research and performance research. Information Technology, Learning, and Performance Journal, 21(1):1.
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.
Loughrey, K. and Broin, D. (2018). Are we having fun yet? misapplying motivation to gamification. In 2018 IEEE Games, Entertainment, Media Conference (GEM), pages 1–9. IEEE.
Mora, A., Riera, D., González, C., and Arnedo-Moreno, J. (2017). Gamification: a systematic review of design frameworks. Journal of Computing in Higher Education, 29:516–548.
Palomino, P. T., Toda, A. M., Rodrigues, L., Oliveira, W., Nacke, L., and Isotani, S. (2023). An ontology for modelling user’profiles and activities in gamified education. Research and Practice in Technology Enhanced Learning, 18.
Pedro, L. Z. (2016). Uso de gamificação em ambientes virtuais de aprendizagem para reduzir o problema da externalização de comportamentos indesejáveis. PhD thesis, Universidade de São Paulo.
Pereira, R., Reis, R., Oliveira, L., Derenievicz, G., Peres, L., and Silva, F. (2023). A liga do pensamento computacional: uma narrativa distópica para gamificar uma disciplina introdutória de computação. In Anais do III Simpósio Brasileiro de Educação em Computação, pages 205–215. SBC.
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., Arndt, D., Palomino, P., Toda, A., Klock, A. C. T., Avila-Santos, A., and Isotani, S. (2022a). Affective memory in gamified learning: A usability study. In Anais do XXXIII Simpósio Brasileiro de Informática na Educação, pages 585–596. SBC.
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Rodrigues, L., Toda, A. M., Oliveira, W., Palomino, P. T., Avila-Santos, A. P., and Isotani, S. (2021). Gamification works, but how and to whom? an experimental study in the context of programming lessons. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education, pages 184–190.
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.
Ryan, R. M. and Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.
So, K. K. F., King, C., and Sparks, B. (2014). Customer engagement with tourism brands: Scale development and validation. Journal of Hospitality & Tourism Research, 38(3):304–329.
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. (2019). 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. (2018). 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., Kappen, D. L., Ganaba, M., and Nacke, L. E. (2019). Gameful design heuristics: A gamification inspection tool. In International Conference on Human-Computer Interaction, pages 224–244. Springer.
Wilcox, R. (2017). Introduction to robust estimation and hypothesis testing. Elsevier, , 4th edition.
Wohlin, C., Runeson, P., Hst, M., Ohlsson, M. C., Regnell, B., and Wessln, A. (2012). Experimentation in Software Engineering. Springer Publishing Company, Incorporated.
Xi, N. and Hamari, J. (2019). The relationship between gamification, brand engagement and brand equity.
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 usuario. 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.
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.
Hallifax, S., Serna, A., Marty, J.-C., and Lavoué, É. (2019). Adaptive gamification in education: A literature review of current trends and developments. In Scheffel, M., Broisin, J., Pammer-Schindler, V., Ioannou, A., and Schneider, J., editors, Transforming Learning with Meaningful Technologies, pages 294–307, Cham. Springer International Publishing.
Hanus, M. D. and Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80:152 – 161.
Hicks, K., Gerling, K., Dickinson, P., and Vanden Abeele, V. (2019a). Juicy game design: Understanding the impact of visual embellishments on player experience. In Proceedings of the Annual Symposium on Computer-Human Interaction in Play, pages 185–197.
Hicks, K., Gerling, K., Richardson, G., Pike, T., Burman, O., and Dickinson, P. (2019b). Understanding the effects of gamification and juiciness on players. In 2019 IEEE Conference on Games (CoG), pages 1–8. IEEE.
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.
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, page 102495.
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.
Kotrlik, J. W. and Williams, H. A. (2003). The incorporation of effect size in information technology, learning, information technology, learning, and performance research and performance research. Information Technology, Learning, and Performance Journal, 21(1):1.
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.
Loughrey, K. and Broin, D. (2018). Are we having fun yet? misapplying motivation to gamification. In 2018 IEEE Games, Entertainment, Media Conference (GEM), pages 1–9. IEEE.
Mora, A., Riera, D., González, C., and Arnedo-Moreno, J. (2017). Gamification: a systematic review of design frameworks. Journal of Computing in Higher Education, 29:516–548.
Palomino, P. T., Toda, A. M., Rodrigues, L., Oliveira, W., Nacke, L., and Isotani, S. (2023). An ontology for modelling user’profiles and activities in gamified education. Research and Practice in Technology Enhanced Learning, 18.
Pedro, L. Z. (2016). Uso de gamificação em ambientes virtuais de aprendizagem para reduzir o problema da externalização de comportamentos indesejáveis. PhD thesis, Universidade de São Paulo.
Pereira, R., Reis, R., Oliveira, L., Derenievicz, G., Peres, L., and Silva, F. (2023). A liga do pensamento computacional: uma narrativa distópica para gamificar uma disciplina introdutória de computação. In Anais do III Simpósio Brasileiro de Educação em Computação, pages 205–215. SBC.
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., Arndt, D., Palomino, P., Toda, A., Klock, A. C. T., Avila-Santos, A., and Isotani, S. (2022a). Affective memory in gamified learning: A usability study. In Anais do XXXIII Simpósio Brasileiro de Informática na Educação, pages 585–596. SBC.
Rodrigues, L., Pereira, F., Toda, A., Palomino, P., Oliveira, W., Pessoa, M., Carvalho, L., Oliveira, D., Oliveira, E., Cristea, A., et al. (2022b). 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., Oliveira, W., Palomino, P. T., Avila-Santos, A. P., and Isotani, S. (2021). Gamification works, but how and to whom? an experimental study in the context of programming lessons. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education, pages 184–190.
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.
Ryan, R. M. and Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.
So, K. K. F., King, C., and Sparks, B. (2014). Customer engagement with tourism brands: Scale development and validation. Journal of Hospitality & Tourism Research, 38(3):304–329.
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. (2019). 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. (2018). 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., Kappen, D. L., Ganaba, M., and Nacke, L. E. (2019). Gameful design heuristics: A gamification inspection tool. In International Conference on Human-Computer Interaction, pages 224–244. Springer.
Wilcox, R. (2017). Introduction to robust estimation and hypothesis testing. Elsevier, , 4th edition.
Wohlin, C., Runeson, P., Hst, M., Ohlsson, M. C., Regnell, B., and Wessln, A. (2012). Experimentation in Software Engineering. Springer Publishing Company, Incorporated.
Xi, N. and Hamari, J. (2019). The relationship between gamification, brand engagement and brand equity.
Publicado
06/11/2023
Como Citar
RODRIGUES, Luiz; TODA, Armando M.; PALOMINO, Paula T.; KLOCK, Ana C. T.; AVILA-SANTOS, Anderson.
Motivation no Jutsu: Exploring the Power of Badge Aesthetics in Gamified Learning. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 34. , 2023, Passo Fundo/RS.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
.
p. 631-643.
DOI: https://doi.org/10.5753/sbie.2023.234313.
