Gamification and
Learners’ Engagement in
Virtual Learning Environments (VLEs)

Authors
(Spain)
Azahara García Peralta

Rub...
Index

I. Gamification: Basic Notions
II. Motivation, Educational games and GBL
III. Research: Planification and character...
Section I:
Gamification: Basic Notions

The 8th International Conference DisCo (Prague, June 2013)
I. Gamification: Basic Notions (1)
Definition:
"The use of playful techniques in non-game contexts"
(Deterding, 2011a)

Be...
I. Gamification: Basic Notions (2)
Advantages:
Optimal "weisure" (working + leisure) by means of an interactive proposal
d...
I. Gamification: Basic Notions (3)

In successful gamified activities there are three interaction levels:
1. Individual
2....
I. Gamification: Basic Notions (4)

Figure 1. Seven strategies in gamified proposals Source: Authors' own work
The 8th Int...
I. Gamification: Basic Notions (5)

1. Flow:
“A human state in which a human being is so engaged in an activity that he/sh...
I. Gamification: Basic Notions (6)

Figure 2. Fogg Behavior Model Source: Adapted from (Fogg, 2003 and 2011)
The 8th Inter...
I. Gamification: Basic Notions (7)

Figure 3. Flow Channel Diagram Source: Adapted from (Lee and Hammer, 2010)
The 8th Int...
I. Gamification: Basic Notions (8)

Figure 4. Strategies in gamified initiatives (1) Source: Authors' own work

The 8th In...
I. Gamification: Basic Notions (9)

Figure 5. Strategies in gamified initiatives (2) Source: Authors' own work

The 8th In...
I. Gamification: Basic Notions (10)

Figure 6. Taxonomy of players and acting strategies Source: Adapted from (Jo Kim, 201...
I. Gamification: Basic Notions (11)

Figure 7. Three-dimension diagram of players’ personalities Source: Adapted from (Bar...
I. Gamification: Basic Notions (12)

Figure 8. Game Requirements Source: Authors' own work

The 8th International Conferen...
Section II:
Motivation, Educational games and GBL

The 8th International Conference DisCo (Prague, June 2013)
II. Motivation, Educational games and GBL (1)
In virtual learning environments, MOTIVATION will include:
- students’ perso...
II. Motivation, Educational games and GBL (2)

Figure 9. Motivational factors and human needs
Source: Authors’ own work ba...
II. Motivation, Educational games and GBL (3)

This motivation –with its three faces- is an essential factor in learning:
...
II. Motivation, Educational games and GBL (4)

Educational games when are well built in Virtual Learning Environments:
- i...
Section III:
Research: Planification and characteristics

The 8th International Conference DisCo (Prague, June 2013)
III. Research: Planification and characteristics (1)

Figure 10. Planification of the full research process Source: Author...
III. Research: Planification and characteristics (2)

Figure 11. Research: planification and characteristics
Source: Autho...
III. Research: Planification and characteristics (3)

Table 1 General overview of the questionnaire and types of questions...
Section IV:
Research: Results and Conclusions

The 8th International Conference DisCo (Prague, June 2013)
IV. Research: Results and Conclusions (1)

The results from the questionnaire were gathered in thematic sections and
analy...
IV. Research: Results and Conclusions (2)

Comparing
the most relevant intrinsic and extrinsic motivational factors with a...
IV. Research: Results and Conclusions (3)

Figure 12. Intrinsic motivational elements: Dimension A.1: Human factors Source...
IV. Research: Results and Conclusions (4)

Figure 13. Intrinsic motivational elements: Dimension A.2: Methodological-proce...
IV. Research: Results and Conclusions (5)

Figure 14. Extrinsic motivational elements Source: Compiled by the authors
IV. Research: Results and Conclusions (6)
Other interesting conclusions:
a. The survey respondents remark the motivational...
IV. Research: Results and Conclusions (6)
Other interesting conclusions (cont.):
e. Those educational competencies linked ...
Section V:
Future Perspectives and Research Fields

The 8th International Conference DisCo (Prague, June 2013)
V. Future Perspectives and Research Fields (1)

1. Building a guide devoted to help educators when gamifying traditional
f...
V. Future Perspectives and Research Fields (2)
2. Investigating how it could be overcome some of the common problems
ident...
Thank you very much!
¡Muchas

gracias!

Authors
Azahara García Peralta

Rubén Gutiérrez Priego

(azahara.2.0.rienta@gmail....
Upcoming SlideShare
Loading in...5
×

Comunicación presentada en Disconference 2013

126

Published on

Comunicación presentada en Disconference 2013:
"Gamification and learner´s engagement in Virtual Learning Environment (VLEs)".

Published in: Education, Technology, Business
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
126
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Comunicación presentada en Disconference 2013

  1. 1. Gamification and Learners’ Engagement in Virtual Learning Environments (VLEs) Authors (Spain) Azahara García Peralta Rubén Gutiérrez Priego (azahara.2.0.rienta@gmail.com) (vluxaurea10@gmail.com) The 8th International Conference DisCo (Prague, June 2013)
  2. 2. Index I. Gamification: Basic Notions II. Motivation, Educational games and GBL III. Research: Planification and characteristics IV. Research: Results and Conclusions V. Future Perspectives and Research Fields The 8th International Conference DisCo (Prague, June 2013)
  3. 3. Section I: Gamification: Basic Notions The 8th International Conference DisCo (Prague, June 2013)
  4. 4. I. Gamification: Basic Notions (1) Definition: "The use of playful techniques in non-game contexts" (Deterding, 2011a) Benefits: ○ It highly influences on how systems motivate their users and modifies their performances and levels of satisfaction. ○ ○ An useful way to model people's behaviour. Let the instructional designers develop funny educational projects where the learners get engaged quickly. (Hamari and Järvinen, 2011) The 8th International Conference DisCo (Prague, June 2013)
  5. 5. I. Gamification: Basic Notions (2) Advantages: Optimal "weisure" (working + leisure) by means of an interactive proposal describe as "playbor" (play + labor) (Anderson y Rainie, 2012) Multidisciplinary character fields, such as: - Marketing - Public Health - Leisure - Politics - Banking - Education The 8th International Conference DisCo (Prague, June 2013) Gamification is successfully applied in different
  6. 6. I. Gamification: Basic Notions (3) In successful gamified activities there are three interaction levels: 1. Individual 2. Community 3. Institutional (Werbach, 2012) The 8th International Conference DisCo (Prague, June 2013)
  7. 7. I. Gamification: Basic Notions (4) Figure 1. Seven strategies in gamified proposals Source: Authors' own work The 8th International Conference DisCo (Prague, June 2013)
  8. 8. I. Gamification: Basic Notions (5) 1. Flow: “A human state in which a human being is so engaged in an activity that he/she can’t pay attention to nothing else. That experience is as funny and gratifying as to make the participants take part in its defiance just because of the satisfaction; even when such a challenge implies an enormous cost or effort.” (Csikszentmihalyi, 1996) The 8th International Conference DisCo (Prague, June 2013)
  9. 9. I. Gamification: Basic Notions (6) Figure 2. Fogg Behavior Model Source: Adapted from (Fogg, 2003 and 2011) The 8th International Conference DisCo (Prague, June 2013)
  10. 10. I. Gamification: Basic Notions (7) Figure 3. Flow Channel Diagram Source: Adapted from (Lee and Hammer, 2010) The 8th International Conference DisCo (Prague, June 2013)
  11. 11. I. Gamification: Basic Notions (8) Figure 4. Strategies in gamified initiatives (1) Source: Authors' own work The 8th International Conference DisCo (Prague, June 2013)
  12. 12. I. Gamification: Basic Notions (9) Figure 5. Strategies in gamified initiatives (2) Source: Authors' own work The 8th International Conference DisCo (Prague, June 2013)
  13. 13. I. Gamification: Basic Notions (10) Figure 6. Taxonomy of players and acting strategies Source: Adapted from (Jo Kim, 2010) The 8th International Conference DisCo (Prague, June 2013)
  14. 14. I. Gamification: Basic Notions (11) Figure 7. Three-dimension diagram of players’ personalities Source: Adapted from (Bartle, 2003) The 8th International Conference DisCo (Prague, June 2013)
  15. 15. I. Gamification: Basic Notions (12) Figure 8. Game Requirements Source: Authors' own work The 8th International Conference DisCo (Prague, June 2013)
  16. 16. Section II: Motivation, Educational games and GBL The 8th International Conference DisCo (Prague, June 2013)
  17. 17. II. Motivation, Educational games and GBL (1) In virtual learning environments, MOTIVATION will include: - students’ personal aspects - elements from the formative setting because any individual selects a concrete behavior or strategy for action just based on the established goals and expected benefits. (Deci, 2004; Heckhausen, 1991; Song, 2000; Wlodkowski, 1999) There are 3 main groups of motives that can impel people to cooperate and, at the same time, satisfy three different kinds of needs as it is showed in the next slide. (Polaino, 2011; Rianudo, 1997; Sandoval, 2006) The 8th International Conference DisCo (Prague, June 2013)
  18. 18. II. Motivation, Educational games and GBL (2) Figure 9. Motivational factors and human needs Source: Authors’ own work based on (Polaino, 2011; Rianudo, 1997; Sandoval, 2006) The 8th International Conference DisCo (Prague, June 2013)
  19. 19. II. Motivation, Educational games and GBL (3) This motivation –with its three faces- is an essential factor in learning: “Motivation is not only important because is an unforgettable and necessary causal factor to let learning appear but because -at the same time- is a consequence from such learning” (Wlodkowski, 1985) The 8th International Conference DisCo (Prague, June 2013)
  20. 20. II. Motivation, Educational games and GBL (4) Educational games when are well built in Virtual Learning Environments: - include playful mechanics capable of creating funny and enjoyable experiences which are intrinsically motivating. - promote a meaningful, engaging and practical learning (“playing is acting”) - make much easier develop practical critical thinking, collaborative working and creative problem solving. (Barab et al., 2005; de Freitas, 2006; Gee, 2003; Papastergiou, 2009; Pavlas, 2010; Ryan, 2002 y 2006; Wilson et al., 2007) The 8th International Conference DisCo (Prague, June 2013)
  21. 21. Section III: Research: Planification and characteristics The 8th International Conference DisCo (Prague, June 2013)
  22. 22. III. Research: Planification and characteristics (1) Figure 10. Planification of the full research process Source: Authors’ own work The 8th International Conference DisCo (Prague, June 2013)
  23. 23. III. Research: Planification and characteristics (2) Figure 11. Research: planification and characteristics Source: Authors’ own work based on (García, 2003; Hernández et al., 1997; Osorio, 2006; Wright and Rosenbaum, 1979) The 8th International Conference DisCo (Prague, June 2013)
  24. 24. III. Research: Planification and characteristics (3) Table 1 General overview of the questionnaire and types of questions Source: Authors’ own work The 8th International Conference DisCo (Prague, June 2013)
  25. 25. Section IV: Research: Results and Conclusions The 8th International Conference DisCo (Prague, June 2013)
  26. 26. IV. Research: Results and Conclusions (1) The results from the questionnaire were gathered in thematic sections and analyzed through simple frequency tables and graphical interpretations. As a result, in relation to demographic and professional hypothesis: i. There are no differences between male-females or among age intervals when the subject comes to identify relevant motivational factors in learning. ii. There is no relation between the ages of the survey respondents and their levels of familiarity with the newest tools for designing multimedia didactical materials. The 8th International Conference DisCo (Prague, June 2013)
  27. 27. IV. Research: Results and Conclusions (2) Comparing the most relevant intrinsic and extrinsic motivational factors with an affirmative answer frequency > 95% with those coming from the literature review it may be concluded that: The motivational aspects which should be particularly kept in mind when teaching with playful or "funny" techniques are the ones shown in the three following figures. The 8th International Conference DisCo (Prague, June 2013)
  28. 28. IV. Research: Results and Conclusions (3) Figure 12. Intrinsic motivational elements: Dimension A.1: Human factors Source: Compiled by the authors
  29. 29. IV. Research: Results and Conclusions (4) Figure 13. Intrinsic motivational elements: Dimension A.2: Methodological-procedural factors Source: Compiled by the authors
  30. 30. IV. Research: Results and Conclusions (5) Figure 14. Extrinsic motivational elements Source: Compiled by the authors
  31. 31. IV. Research: Results and Conclusions (6) Other interesting conclusions: a. The survey respondents remark the motivational reinforcement due to interactive presentations and learning materials developed as combinations of text and video. b. There is a unanimous agreement on how important establishing a grade of difficulty coherent with the learners’ prior level of knowledge is, when the matter comes to turn learning into a remarkable experience. c. Offering a suitable diversity in learning materials is an appropriate strategy to personalize the educational process. d.The use of playful techniques in learning activities is confirmed as a good mean to promote an effective meaningful learning. The 8th International Conference DisCo (Prague, June 2013)
  32. 32. IV. Research: Results and Conclusions (6) Other interesting conclusions (cont.): e. Those educational competencies linked to planning learning strategies (“learn how to learn”) as well as socio-communicative skills and abilities related to the use of computers and information management are the three attitudinal groups where GBL principles have been more used so far. f. On the other hand, the rest of the basic educative competences (linguistic, scientific, artistic and proactive skills) have not already been developed by means of gaming techniques in a generalized way (only 15% of affirmative answers). g. Progressive demotivation and decreasing of learners’ engagement are two of the main obstacles that must be overcome through an appropriate instructional design reinforced by playful strategies. h. Personalizing the formative paths is essential to keep the learners engaged in the activity. Therefore, offering meaningful choices in the progression loops may increase learners’ motivation. The 8th International Conference DisCo (Prague, June 2013)
  33. 33. Section V: Future Perspectives and Research Fields The 8th International Conference DisCo (Prague, June 2013)
  34. 34. V. Future Perspectives and Research Fields (1) 1. Building a guide devoted to help educators when gamifying traditional formative resources in order to: - reinforce learners’ motivation, - enhance teaching-learning processes, and - increase fun and entertainment in learning. based on the main motivational factors identified and instructional design recommendations. The 8th International Conference DisCo (Prague, June 2013)
  35. 35. V. Future Perspectives and Research Fields (2) 2. Investigating how it could be overcome some of the common problems identified in e-Learners’ engagement, particularly by means of implementing new procedures to let students “enjoy while learning and learn while having fun”. 3. Help educators who work with disabled students since gamified techniques make easier retain attention and highly contribute to keep those learners focused on their educative activities. A research on how and why get involved students suffering from Attention Deficit Hyperactivity Disorder (ADHD) could be developed through an empirical quantitative method with two sampling groups (target and control) and interviews before and after the research in both groups. The 8th International Conference DisCo (Prague, June 2013)
  36. 36. Thank you very much! ¡Muchas gracias! Authors Azahara García Peralta Rubén Gutiérrez Priego (azahara.2.0.rienta@gmail.com) (vluxaurea10@gmail.com) 2013 The 8th International Conference DisCo (Prague, June 2013)
  1. Gostou de algum slide específico?

    Recortar slides é uma maneira fácil de colecionar informações para acessar mais tarde.

×