Investigating the Effectiveness of Personalized Gamification in Enhancing Student Intrinsic Motivation: an Experimental Study in Real Context
Resumo
Gamification in education has been used to increase student engagement. However, there are concerns about potential negative effects, such as decreased intrinsic motivation and performance. To address these limitations, personalized gamification has emerged as a research focus. It aims to tailor game elements to individual preferences, but its effectiveness compared to a standardized approach is still uncertain. One aspect of personalization that has been underexplored is the visual appearance of game elements. To explore that aspect, we conducted an 4-week experimental study to evaluate gamification personalized through visual appearance in a real lesson context. We focused on the Acknowledgment game element, which is the most used in the literature, and compared students’ learning experiences based on personalized and non-personalized badges. The study presents evidence of the effectiveness of personalizing gamification’s visual appearance in real educational settings, unlike past research that is focused on changing the game elements available. Thus, we reveal the potential of personalizing game elements’ looks to enhance learning experiences.
Referências
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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.
Knutas, A., Van Roy, R., Hynninen, T., Granato, M., Kasurinen, J., and Ikonen, J. (2019). A process for designing algorithm-based personalized gamification. Multimedia Tools and Applications, 78(10):13593–13612.
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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.
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Rodrigues, L., Palomino, P. T., Toda, A. M., Klock, A. C., Oliveira, W., Avila-Santos, A. P., Gasparini, I., and Isotani, S. (2021a). Personalization improves gamification: evidence from a mixed-methods study. Proceedings of the ACM on Human-Computer Interaction, 5(CHI PLAY):1–25.
Rodrigues, L., Palomino, P. T., Toda, A. M., Klock, A. C., Pessoa, M., Pereira, F. D., Oliveira, E. H., Oliveira, D. F., Cristea, A. I., Gasparini, I., et al. (2023). How personalization affects motivation in gamified review assessments. International Journal of Artificial Intelligence in Education, pages 1–38.
Rodrigues, L., Toda, A. M., Oliveira, W., Palomino, P. T., Avila-Santos, A. P., and Isotani, S. (2021b). 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.
Sailer, M. and Homner, L. (2020). The gamification of learning: a meta-analysis. Educ Psychol Rev, 32:77–112.
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., Mora, A., and Nacke, L. E. (2017). Elements of gameful design emerging from user preferences. In Proceedings of the Annual Symposium on Computer-Human Interaction in Play, pages 129–142. ACM.
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.
Blandford, A., Furniss, D., and Makri, S. (2016). Qualitative hci research: Going behind the scenes. Synthesis lectures on human-centered informatics, 9(1):1–115.
Bovermann, K. and Bastiaens, T. J. (2020). Towards a motivational design? connecting gamification user types and online learning activities. Research and Practice in Technology Enhanced Learning, 15(1):1–18.
Brant-Ribeiro, T. and Cattelan, R. (2019). Tamanho ótimo amostral e análise fatorial e correlacional do desempenho de indivíduos sob a influência de plataformas computacionais de apoio ao ensino. In Anais dos Workshops do Congresso Brasileiro de Informática na Educação, volume 8, page 961.
Chou, Y.-k. (2019). Actionable gamification: Beyond points, badges, and leaderboards. Packt Publishing Ltd.
Deci, E. L. and Ryan, R. M. (2011). Levels of analysis, regnant causes of behavior and well-being: The role of psychological needs. Psychological inquiry, 22(1):17–22.
Hajarian, M., Bastanfard, A., Mohammadzadeh, J., and Khalilian, M. (2019). A personalized gamification method for increasing user engagement in social networks. Social Network Analysis and Mining, 9(1):47.
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.
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.
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.
Knutas, A., Van Roy, R., Hynninen, T., Granato, M., Kasurinen, J., and Ikonen, J. (2019). A process for designing algorithm-based personalized gamification. Multimedia Tools and Applications, 78(10):13593–13612.
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.
Lopez, C. E. and Tucker, C. S. (2021). Adaptive gamification and its impact on performance. In HCI in Games: Experience Design and Game Mechanics: Third International Conference, HCI-Games 2021, Held as Part of the 23rd HCI International Conference, HCII 2021, Virtual Event, July 24–29, 2021, Proceedings, Part I, pages 327–341. Springer.
Mora, A., Riera, D., Gonzalez, C., and Arnedo-Moreno, J. (2015). A literature review of gamification design frameworks. In 2015 7th International Conference on Games and Virtual Worlds for Serious Applications (VS-Games), pages 1–8. IEEE.
Mora, A., Tondello, G. F., Nacke, L. E., and Arnedo-Moreno, J. (2018). Effect of personalized gameful design on student engagement. In 2018 IEEE Global Engineering Education Conference (EDUCON), pages 1925–1933.
Orji, R., Tondello, G. F., and Nacke, L. E. (2018). Personalizing persuasive strategies in gameful systems to gamification user types. In Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems, page 435. ACM.
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.
Rodrigues, L., Arndt, D., Palomino, P., Toda, A., Klock, A. C. T., Avila-Santos, A., and Isotani, S. (2022). Affective memory in gamified learning: A usability study. In Anais do XXXIII Simpósio Brasileiro de Informática na Educação, pages 585–596. SBC.
Rodrigues, L., Palomino, P. T., Toda, A. M., Klock, A. C., Oliveira, W., Avila-Santos, A. P., Gasparini, I., and Isotani, S. (2021a). Personalization improves gamification: evidence from a mixed-methods study. Proceedings of the ACM on Human-Computer Interaction, 5(CHI PLAY):1–25.
Rodrigues, L., Palomino, P. T., Toda, A. M., Klock, A. C., Pessoa, M., Pereira, F. D., Oliveira, E. H., Oliveira, D. F., Cristea, A. I., Gasparini, I., et al. (2023). How personalization affects motivation in gamified review assessments. International Journal of Artificial Intelligence in Education, pages 1–38.
Rodrigues, L., Toda, A. M., Oliveira, W., Palomino, P. T., Avila-Santos, A. P., and Isotani, S. (2021b). 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.
Sailer, M. and Homner, L. (2020). The gamification of learning: a meta-analysis. Educ Psychol Rev, 32:77–112.
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., Mora, A., and Nacke, L. E. (2017). Elements of gameful design emerging from user preferences. In Proceedings of the Annual Symposium on Computer-Human Interaction in Play, pages 129–142. ACM.
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
06/11/2023
Como Citar
PEREIRA JÚNIOR, Cleon X.; SANTOS, Heder Filho S.; RODRIGUES, Luiz; COSTA, Newarney T..
Investigating the Effectiveness of Personalized Gamification in Enhancing Student Intrinsic Motivation: an Experimental Study in Real Context. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 34. , 2023, Passo Fundo/RS.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
.
p. 838-850.
DOI: https://doi.org/10.5753/sbie.2023.234990.
