Game Over? Improving Engineering Courses via Gamification and Adaptive Content
•Download as PPTX, PDF•
3 likes•1,726 views
Keynote Presentation to 9th International Conference on Interfaces and Human Computer Interaction 22 July 2015, Las Palmas de Gran Canaria, Spain Abstract: Gamification has been explored recently as a way to promote content delivery in education, yielding promising results. However, little is known regarding how it helps different students experience learning and acquire knowledge. In this talk I discuss our experiences with gamified engineering courses and the reactions of students to the gamified experience. By examining student performance and attitude data collected from several years we identified distinct student types. I will describe different student types, according to behavior and explain how gamification can provide for smarter learning by catering to students with different profiles.
Recommended
Recommended
More Related Content
What's hot
What's hot (9)
Viewers also liked
Similar to Game Over? Improving Engineering Courses via Gamification and Adaptive Content
Similar to Game Over? Improving Engineering Courses via Gamification and Adaptive Content (20)
More from Joaquim Jorge
More from Joaquim Jorge (20)
Recently uploaded
Recently uploaded (20)
Game Over? Improving Engineering Courses via Gamification and Adaptive Content
- 1. Game Over ? New Approaches to Teaching Engineering Courses Joaquim Jorge
- 2. Joaquim Jorge Instituto Superior Técnico Universidade de Lisboa Visualization and Multimodal Interfaces @ INESC-ID Lisboa http://web.ist.utl.pt/jorgej Research Interests: Calligraphic Interaction, Multimodal Interfaces, Graphical Modeling
- 3. ees.elsevier.com/cag 2014: 360 submissions 35 days to respond 17 weeks to accept Ranked 4th CGJ GoogleScholar
- 5. BACK TO THE FUTURE? 0
- 7. XIX Century
- 8. Back to the Future ?
- 9. Are MOOCs the Answer?
- 10. One Size Fits All!
- 11. Same content x 1000s
- 13. From here
- 14. To Here
- 16. Not About Tools! Strandberg [CC-BY-SA] http://commons.wikimedia.org/wiki/File:20060513_toolbox.jpg/
- 18. Gamification
- 20. GAMIFICATION I
- 21. Games – Students were born into them by William Hook @ Flickr
- 22. Education by Izaias Buson @ Flickr
- 24. Hye You | Daily Trojan Demotivating
- 25. Can gamification improve learning? by thebarrowboy @ Flickr
- 26. Sheldon 2010 the use of game design elements in non-game contexts ga•mi•fi•ca•tion /ˌɡeɪmɪfɪˈkeɪʃ(ə)n/
- 27. NOT Playing games in class That’s just playing a game…
- 28. NOT teaching with a game
- 29. NOT (just) giving points for activities That’s Points-ification
- 30. The course becomes the game
- 31. Use game elements, mechanics, dynamics Badges Avatars Votes Leaderboards Achievements Boss Fights Virtual Goods Guilds Quests Rewards Progress Bars Skill Trees Experience Points Stat Points
- 32. SDT Competence Relatedness Autonomy Adapted from [Deci and Ryan, 2004] It’s about motivation!
- 33. Autonomy
- 34. Relatedness
- 35. Competence
- 38. Two Campi
- 39. 300+ Students Gamified Experience
- 40. Blended Learning
- 42. Adding game elements to the mix… by gfpeck @ Flickr
- 43. The course is a game!
- 45. ENGAGEMENT
- 46. XP, not grades!
- 47. LEVELS (20 … of course)
- 48. Grading system Max Min 2003-2010 Gamified 0 20 20000 XP 500 XP
- 49. PHAT L00T
- 50. Badges Postmaster Participate in the forums Class Annotator Find relevant references Rise to the Challenge Tinkering with class subjects
- 51. Competition Proactive Be the first to respond Archivist Archive challenge results Quiz, Lab, Presentation, Exam King Be the best!
- 52. Leaderboard
- 53. Personal Page
- 54. Earn Achievements for more XP!
- 55. Three levels for each achievement Up to Three Levels
- 56. Unlock a level to get XP Description & Conditions for next lvl
- 58. Cooperation Guild Warrior Everyone in your lab does well Guild Master Your lab is the best there is!
- 60. Reward Behavior Right on Time Be here when the lecture starts, don’t be late… Amphitheatre Lover Attend theoretical lectures Lab Lover Attend Labs
- 61. Dozens of different achievements
- 62. Highlights – Participate! Postmaster Participate in the forums Class Annotator Find relevant references Rise to the Challenge Bi-Weekly tinkering with class subjects
- 63. Highlights – Participate! Talkative Ask intelligent questions in class
- 64. Skill Tree
- 65. Getting started made easy by bokeh burger @ Flickr
- 66. by EssjayNZ @ Flickr A transparent process
- 67. Forum Posts
- 68. moodle
- 69. Scripts Peter van Grieken @ floickr Activities Scores Grades
- 70. Manual Grading Chris Lawrence @ flickr
- 72. Generate Pages
- 73. RESULTS III
- 74. Participation & Proactivity by woodleywonderworks @ Flickr
- 75. Student feedback by albertogp123 @ Flickr
- 76. + Motivating & Interesting
- 77. Easier to Learn From
- 78. Creativity by theodevil @ Flickr
- 79. More Of What They Like
- 80. Useful for the Future
- 82. Cluster Students
- 83. Leaderboard Rank 16 30 44 58 72 86 100 114 128 142 Cluster 1 Cluster 2 Cluster 3 Cluster 4
- 84. Students by Cluster 11 29 23 13 Achievers Regular Half-Hearted Underachievers
- 85. Performance Indicators Labs Presentation Exam Challenges AchievementsSkill Tree AvatarWorld MCP Quest Quizzes
- 86. Performance Labs Presentation Exam Challenges AchievementsSkill Tree AvatarWorld MCP Quest Quizzes Achievers Labs Presentation Exam Challenges AchievementsSkill Tree AvatarWorld MCP Quest Quizzes Regular Labs Presentation Exam Challenges AchievementsSkill Tree AvatarWorld MCP Quest Quizzes Underachievers Labs Presentation Exam Challenges AchievementsSkill Tree AvatarWorld MCP Quest Quizzes Halfhearted
- 87. Measuring Participation Posts Skill Tree Posts Explored Skill Tree Nodes AvatarWorld Posts Badges Completed Achieveme… Explored Achieveme… Artist Badges (quality)
- 88. Participation Posts Skill Tree Posts Explored Skill Tree Nodes AvatarWorld Posts Badges Completed Achievements Explored Achievements Artist Badges (quality) Achievers Posts Skill Tree Posts Explored Skill Tree Nodes AvatarWorld Posts Badges Completed Achievements Explored Achievements Artist Badges (quality) Underachievers Posts Skill Tree Posts Explored Skill Tree Nodes AvatarWorld Posts Badges Completed Achievements Explored Achievements Artist Badges (quality) Regular Posts Skill Tree Posts Explored Skill Tree Nodes AvatarWorld Posts Badges Completed Achievements Explored Achievements Artist Badges (quality) Halfhearted
- 89. Engagement 1 2 3 4 5 Engagement Achievers Regular Halfhearted Underachievers
- 90. Automatic Early-on Classification 20% 30% 40% 50% 60% 70% 80% 90% 100% 25% 33% 50% 100% Accuracy Time through the semester Performance data Gaming data
- 91. Grade accumulation over 2 yrs 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 17 24 31 38 45 52 59 66 73 80 87 94 101 108 115 122 129 136 143 150 Achievers Regular Halfhearted Underachievers Average 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 10 17 24 31 38 45 52 59 66 73 80 87 94 101 108 115 122 129 136 Achievers Regular Halfhearted Underachievers Average
- 93. 93 3 4 5 6 Ratingscale Technology-driven Organization-driven Resource-driven Usefulness Easy2Use Quality Satisfaction w content
- 94. 94
- 96. 1 2 3 4 5 6 Posting in fora Uploading Downloading Participating in chat Consulting grades Searching archived contents Consulting news Consulting videos Ratingscale Technology-driven students 05 / 06 06 / 07 Satisfaction
- 98. DESIGN ISSUES V
- 99. Meaning
- 100. Mastery
- 101. Autonomy
- 102. Diversity
- 103. Social Recognition
- 104. Manage the Workload / Rythm
- 107. Adaptive Gamified Learning by SMBCollege @ Flickr (CC BY 2.0)
- 108. The Team
Editor's Notes
- Prussian Model
- For lack of a clear business model and for their XIX century approach MOOCs will likely join other e-learning experiences
- Software distributed along with its source code. Well-known open source projects are the Linux operating system, the Mozilla Firefox Web browser, and the OpenOffice.org productivity suite Image: Per Erik Strandberg – A Toolbox – [CC-BY-SA} http://commons.wikimedia.org/wiki/File:20060513_toolbox.jpg
- …and become more familiar with ubiquitous technology and especially with games
- Education is a great concern of modern society and many efforts have been done to make it more effective and available for everybody. Traditional courses and teaching techniques rely on blackboards, oral lectures, books and written exercises as the main vehicle to transmit knowledge.
- Hoje em dia, a educação enfrenta problemas difíceis relacionados com a motivação dos alunos e o seu envolvimento nas aulas.
- O que leva a ter um anfiteatro ou uma sala de aula cheio de alunos aborrecidos ou distraídos; o que é ingrato para os alunos e para o Professor.
- THOSE are Serious Games!
- Um dos modelos mais recentes e mais famosos, talvez com a excepção da hierarquia das necessidades de Maslow, é a Teoria da Autodeterminação de Deci e Ryan ou SDT como é conhecido. SDT é uma teoria abrangente sobre a Motivação Humana que responde à questão que características tem uma actividade ter para nos sentirmos motivados a realizá-la e que tem como base 3 pilares
- Autonomia, está relacionado com a nossa capacidade de fazer escolhas e de nos sentirmos no controle das nossas vidas e destino.
- - Relacionamento, deriva da necessidade universal do ser humano de interagir e pertencer a grupos.
- Competência, vem de nos sentirmos aptos de realizar a tarefas, cumprindo objectivos e evoluindo o nosso grau de proficiencia.
- MCP is a course of the Master program in Information Systems and Computer Engineering at Instituto Superior Técnico. It is part of the Multimedia Systems specialization area. Instituto Superior Técnico has two campii, Alameda and Taguspark, where this area is a Minor or a Major, respectively. The MCP Course, as part of either one, runs simultaneously at both campii.
- Based on several successful social games, like Foursquare or FarmVille, we decided to embody our course into such a game, where players would have the chance to progress in the game experience as they do on the course. We picked five of the most used game elements (see Section 2) to drive student behavior towards reverting the aforementioned negative tendencies. These are: points, levels, leaderboards, challenges and badges.
- IMMERSION
- ENGAGEMENT
- In order to motivate students to embrace course activities, we decided to reward them with experience points (XP) for each action they undertake, as a form of instant gratification, which has been previously used with success to motivate college students (Natvig et al. , 2004). Examples of such actions are posting something on the forums, reading class slides, attending classes in time, report bugs in class material, amongst others.
- The final grade was represented by a value between 0 and 20. In 2010-2011, instead of grade points, the students engaged in a game-like experience and were awarded Experience Points (XP). The more XP users had, the more they progressed in the gaming experience, advancing into new levels, reached at 1000 point intervals. Each level corresponded to a single grade point (1 out of 20), and students needed 20000 points to reach the maximum grade.
- LOOT ALMOST EVERYTHING EXCEPT SNEEZING IS GRADED
- The first motivational factors to be explored by us were peer pressure and competition. A key component to spur competitiveness is to provide players with means to assess their progress and compare themselves with others, in order to ascertain who is winning and how many points apart they are from other players. With this in mind, we deployed our game with a leaderboard that displayed enrolled students by row, sorted in descending order by XP. Each row portrayed the player’s rank, photo and name, campus, amount of XP, level and the amount of achievements they were awarded with by completing certain challenges.
- Tem um leaderboard e uma página pessoal de cada aluno com vários elementos como nível, skill points, evolução do XP e da sua posição na leaderboard entre outros.
- While few challenges were single-leveled, i.e., only required players to perform a task once, such as the “Wild Imagination” challenge, where students had to come up with presentation subjects, most of our challenges were multi-level. For each level of a -level challenge there is a badge, and players have to perform iterations of the same task to reach the maximum level for that challenge. Each challenge level has increased difficulty, so that level is harder than level . A an example of such challenges we have “Bookworm” where the user has to read 50% of the lectures’ slides for level 1, 75% for level 2 and 100% for level 3. Another good example is the “Proficient Tool User” challenge, in which students had to compose one creative artifact using multimedia tools (e.g. Gimp, Audacity) for level 1, two for level 2 and 3 for level 3. Multi-level challenges not only make things more interesting to students but might also provide them with a sense of autonomy.
- While few challenges were single-leveled, i.e., only required players to perform a task once, such as the “Wild Imagination” challenge, where students had to come up with presentation subjects, most of our challenges were multi-level. For each level of a -level challenge there is a badge, and players have to perform iterations of the same task to reach the maximum level for that challenge. Each challenge level has increased difficulty, so that level is harder than level . A an example of such challenges we have “Bookworm” where the user has to read 50% of the lectures’ slides for level 1, 75% for level 2 and 100% for level 3. Another good example is the “Proficient Tool User” challenge, in which students had to compose one creative artifact using multimedia tools (e.g. Gimp, Audacity) for level 1, two for level 2 and 3 for level 3. Multi-level challenges not only make things more interesting to students but might also provide them with a sense of autonomy.
- IMMERSION and ENGAGEMENT
- 67 Badges Overall 32 will get you up to Level 20 35 will get you beyond! (EXTRA GRADE!) different ways to reach max bonus Choose your preferred path!
- TREASURE HUNT in teams 15 different levels Students need to cooperate to achieve the last level
- Usually, getting started is the harder part. Therefore, we conceived a few challenges of easier difficulty so that, right in the beginning of the experience, students could collect a few achievements and become more motivated to dive into the gaming experience. Moreover, for multi-level challenges, we gave a greater score to the first level, further encouraging them to take the first steps towards accomplishing them. For example, for the “Bookworm” case, the first level was worth 100XP, the second was worth 70XP and the third one 40XP.
- Achievement award was made as transparent as possible so that students could know when others or themselves had received an achievement and why. By clicking a student in the leaderboard, one could see, by the end of the page, the history of all earned achievement, including date, the amount of XP, the name of the challenge and the respective badge. This allowed students to get acquainted with the game, understand how others did it and strive to compete and perform better.
- No entanto, o curso, como outras cadeiras do Técnico, usa o Moodle como Ambiente Virtual de Aprendizem, ou VLE em inglês. Básicamente, um VLE é uma aplicação de suporte ao ensino. Tem um fórum, capacidade de criar avaliações (como questionários e exames) e até formas de disponibilizar material cadeira (como resumos e slides das aulas teóricas).
- Mas o Moodle não está gamificado. Para gamificar PCM foi desenvolvido uma aplicacao temporaria ad-hoc que é a solução actual. To extract content from google database Collect MOST activity information
- IMPORTANCIA de ter isto feito a horas! INSTANT GRATIFICATION
- Aqui está o exemplo deste ano (Melhor aluno)
- We deployed the gamified version of the MCP course on the second semester of the 2010-2011 academic year. Data was collected regarding many aspects of the students’ performance and satisfaction, which we compared with those from the year before (2009-2010), in order to assess the impact of gamification. Even though we had 7 students and 1 regular lecture less in 2010-2011, there were still significant gains in the number of downloads of the course’s reference material, of the number of Moodle posts and the number of attended lectures. We will address these changes in the next subsections, along with the feedback we got from students, based on their answers to a satisfaction survey by the end of the course. Due to the lack of normality of the data, all statistical difference between groups was tested using a non-parametric Mann-Whitney’s U test.
- Our data show that students do not necessarily perform better, but they perform more first and reply posts on most components, which shows that they participate more and are more proactive.
- We got valuable information via questionnaires issued by the end of each semester.
- Students consider our course to be more motivating and interesting than other non-gamified courses.
- Students considered our course to be easier to learn from as compared to other courses.
- Students consider that our course allows them to be creative. A comparison between the two academic years reveals that there was a larger gap between the amounts of posts in the first two months than in any other period. We believe that one of the reasons behind this were the challenges that were issued in lab classes. These required students to come up with interesting ideas and become authors themselves, by creating funny multimedia contents, such as montages, audio remixes and video parodies. The fact that as few as three challenges, issued during three weeks, managed to get 19% of the total amount of posts, indicates that they were indeed a major contribution to student participation. We also had informal feedback from students complimenting the creativity of the challenges. Another plausible reason seems to be the theoretical challenges, which were responsible for 23% (336 out of 1439) of the total amount of posts. These, in turn, occurred during the first two months. The aforementioned results not only suggest that creative challenges are a powerful weapon to boost student engagement and motivation, but also that they should occur more sparsely over time.
- Students consider that our course allows them to do more of what they like
- And that it teaches them useful stuff for the future.
- We managed to cluster students following grade acquisition patterns and leaderboard rank
- Students must consider gamified tasks and assignments meaningful. If they do not seen any value in them, no game elements can help you.
- Provide students with rich feedback via points, badges and progress bars about goals and tasks that are meaningful to the student. This will improve their sense of mastery and competence.
- Provide several ways for students to draw their own learning path.
- We already mentioned the importance of creating different types of assignments to provide diverse paths for students to choose from. However, it is important that these paths cover varied types of subjects, catering to different needs and preferences. This will provide a more flexible learning environment, more likely to create the conditions for new behaviors to emerge, thus reaching out to more students and making the gamified experience easier to learn from. This may allow different types of students to achieve similar levels of performance through different routes.
- Badges, titles and levels provide social recognition which can be motivating.
- Our research brings us towards adaptive gamified learning environments, which can promptly adapt to students with different preferences and needs.