Validating the Effectiveness of Data-Driven Gamification Recommendations: An Exploratory Study
Resumo
Gamification design has benefited from data-driven approaches to creating strategies based on students' characteristics. However, these strategies need further validation to verify their effectiveness in e-learning environments. The exploratory study presented in this paper thus aims at verifying how data-driven gamified strategies are perceived by the students, i.e., the users of e-learning environments. In this study, we conducted a survey presenting 25 predefined strategies, based on a previous study, to students and analysed each strategy's perceived relevance, instanced in an e-learning environment. Our results show that students perceive Acknowledgement, Objective and Progression as important elements in a gamified e-learning environment. We also provide new insights about existing elements and design recommendations for domain specialists.
Palavras-chave:
Gamification, Data-Driven Strategies, E-learning, Exploratory Study
Referências
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Dichev, C. and Dicheva, D. (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.
Dichev, C., Dicheva, D. and Irwin, K. (jul 2018). Gamification Driven Learning Analytics. International Conference on e-Learning. Academic Conferences International Limited.
Dignan, A. (2011). Game Frame. Free Press.
Featherstone, M. and Habgood, J. (1 jul 2019). UniCraft: Exploring the impact of asynchronous multiplayer game elements in gamification. International Journal of Human Computer Studies, v. 127, p. 150–168.
García Iruela, M., Fonseca, M. J., Hijón Neira, R. and Chambel, T. (25 jun 2019). Analysis of Gamification Elements. A Case Study in a Computer Science Course. In Artificial Intelligence in Education - AIED’19. . Springer, Cham.
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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.
Klock, A. C. T., Ogawa, A. N., Gasparini, I. and Pimenta, M. S. (2018). Integration of learning analytics techniques and gamification: An experimental study. In Proceedings - IEEE 18th International Conference on Advanced Learning Technologies, ICALT 2018. IEEE.
Likert, R. A. (1932). A technique for the measurement of attitudes. Archives of Psychology, v. 140, n. 140, p. 44–53.
Meder, M., Plumbaum, T. and Albayrak, S. (2017). A Primer on Data-Driven Gamification Design. In Proceedings of the Data-Driven Gamification Design Workshop.
Pedro, L. and Isotani, S. (2016). Explorando o Impacto da Gamificação na Redução do Gaming the System em um Ambiente Virtual de Aprendizagem. Anais dos Workshops do Congresso Brasileiro de Informática na Educação, v. 5, n. August, p. 81–90.
Santos, W. Dos, Bittencourt, I. and Vassileva, J. (2018). Gamification Design to Tailor Gamified Educational Systems Based on Gamer Types. Anais dos Workshops do Congresso Brasileiro de Informática na Educação 2018, v. 7, n. 1, p. 42.
Saunders, M., Lewis, P. and Thornhill, A. (2009). Research Methods for Business Students. Prentice Hall.
Shi, L. and Cristea A.I. (2016). Motivational Gamification Strategies Rooted in Self-Determination Theory for Social Adaptive E-Learning. In Proceedings of the 13th International Conference on Intelligent Tutoring Systems, pp. 294-300. Springer, Cham.
Toda, A. M., Valle, P. H. D. D. and Isotani, S. (2018). The Dark Side of Gamification: An Overview of Negative Effects of Gamification in Education. In Communications in Computer and Information Science. Springer, Cham.
Toda, A. M., Do Carmo, R. M. C., Da Silva, A. P., Bittencourt, I. I. and Isotani, S. (2018). An approach for planning and deploying gamification concepts with social networks within educational contexts. International Journal of Information Management,
Toda, A. M., Oliveira, W., Shi, L., et al. (22 May 2019). Planning Gamification Strategies based on User Characteristics and DM: A Gender-based Case Study. In Proceedings of the Educational Data Mining 2019 conference.
Dichev, C. and Dicheva, D. (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.
Dichev, C., Dicheva, D. and Irwin, K. (jul 2018). Gamification Driven Learning Analytics. International Conference on e-Learning. Academic Conferences International Limited.
Dignan, A. (2011). Game Frame. Free Press.
Featherstone, M. and Habgood, J. (1 jul 2019). UniCraft: Exploring the impact of asynchronous multiplayer game elements in gamification. International Journal of Human Computer Studies, v. 127, p. 150–168.
García Iruela, M., Fonseca, M. J., Hijón Neira, R. and Chambel, T. (25 jun 2019). Analysis of Gamification Elements. A Case Study in a Computer Science Course. In Artificial Intelligence in Education - AIED’19. . Springer, Cham.
Gomes, Alex Sandro; Gomes, Claudia Roberta Araújo. Classificação dos Tipos de Pesquisa em Informática na Educação. In: Jaques, Patrícia Augustin; Pimentel, Mariano; Siqueira; Sean; Bittencourt, Ig. (Org.) Metodologia de Pesquisa em Informática na Educação: Concepção da Pesquisa. Porto Alegre: SBC, 2019. (Série Metodologia de Pesquisa em Informática na Educação, v. 1) Available in: [link]
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.
Klock, A. C. T., Ogawa, A. N., Gasparini, I. and Pimenta, M. S. (2018). Integration of learning analytics techniques and gamification: An experimental study. In Proceedings - IEEE 18th International Conference on Advanced Learning Technologies, ICALT 2018. IEEE.
Likert, R. A. (1932). A technique for the measurement of attitudes. Archives of Psychology, v. 140, n. 140, p. 44–53.
Meder, M., Plumbaum, T. and Albayrak, S. (2017). A Primer on Data-Driven Gamification Design. In Proceedings of the Data-Driven Gamification Design Workshop.
Pedro, L. and Isotani, S. (2016). Explorando o Impacto da Gamificação na Redução do Gaming the System em um Ambiente Virtual de Aprendizagem. Anais dos Workshops do Congresso Brasileiro de Informática na Educação, v. 5, n. August, p. 81–90.
Santos, W. Dos, Bittencourt, I. and Vassileva, J. (2018). Gamification Design to Tailor Gamified Educational Systems Based on Gamer Types. Anais dos Workshops do Congresso Brasileiro de Informática na Educação 2018, v. 7, n. 1, p. 42.
Saunders, M., Lewis, P. and Thornhill, A. (2009). Research Methods for Business Students. Prentice Hall.
Shi, L. and Cristea A.I. (2016). Motivational Gamification Strategies Rooted in Self-Determination Theory for Social Adaptive E-Learning. In Proceedings of the 13th International Conference on Intelligent Tutoring Systems, pp. 294-300. Springer, Cham.
Toda, A. M., Valle, P. H. D. D. and Isotani, S. (2018). The Dark Side of Gamification: An Overview of Negative Effects of Gamification in Education. In Communications in Computer and Information Science. Springer, Cham.
Toda, A. M., Do Carmo, R. M. C., Da Silva, A. P., Bittencourt, I. I. and Isotani, S. (2018). An approach for planning and deploying gamification concepts with social networks within educational contexts. International Journal of Information Management,
Toda, A. M., Oliveira, W., Shi, L., et al. (22 May 2019). Planning Gamification Strategies based on User Characteristics and DM: A Gender-based Case Study. In Proceedings of the Educational Data Mining 2019 conference.
Publicado
11/11/2019
Como Citar
TODA, Armando M.; PALOMINO, Paula T.; RODRIGUES, Luiz; OLIVEIRA, Wilk; SHI, Lei; ISOTANI, Seiji; CRISTEA, Alexandra.
Validating the Effectiveness of Data-Driven Gamification Recommendations: An Exploratory Study. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 30. , 2019, Brasília/DF.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2019
.
p. 763-772.
DOI: https://doi.org/10.5753/cbie.sbie.2019.763.
