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C. Sotirakou, S. Papavasiliou, C. Mourlas,
K. Van Isacker
Introduction
 People with disabilities and older people depend heavily on
personal care givers (PCGs).
 Most PCGs have c...
Gamification
Definitions
-“The process of game-thinking and game mechanics to
engage users and solve problems”
-“Using gam...
Gamification in the workplace
 Studies suggest that extrinsic rewards in
enterprise software and workplaces can influence...
Gamification and education
 Games have been used to maximize the learning
potential of educational environments. It has
b...
Gamification and motivation
 The idea of using game mechanics and dynamics to drive
participation and engagement, mostly ...
Design methodology
The M-Care application was designed following a user-
centred approach and the principles of universal ...
Game design
For the game design the MDA framework was followed. MDA
sets three levels of abstraction:
 Mechanics describe...
Targeted User Populations
User Group Demographic
Information
Domain /
previous
knowledge
Computing
Experience
Computing
En...
Hierarchical Task Analysis
Access & share
PCG training
material
Find content
through a
recommended list
Define parameters
...
Multilingual content
The application offers content in Turkish, Bulgarian, Dutch, German
and Greek. After launching the ap...
Architecture of the app
Dual functionality
 M-Care application provides both PCG training as
well as an additional access...
PCG mode
Users can reach the educational material:
 defining a set of parameters through a
wizard
 search freely using k...
Wizard
For the PCG role, the application offers a wizard which will guide the
user into finding the training material s/he...
Free and category based search
Users are also able to perform a keyword search which will
present them with all relevant r...
Favourites
Users are able to view a list with training modules that they
have marked as favourites through a button in the...
Login / Register
Through this feature, users will be able to register, login and
logout of the app.
Training modules
 Based on the survey findings, most respondents
seem to prefer a blended training approach -
(online & f...
The “Game”
The players
Taking into consideration the M-Care target groups, two
broader "player" profiles were created:
 Low skilled ...
The “Game”
 Users earn points for every step they complete (sharing,
commenting) and badges as a status signifier for the...
Conclusion
 Gamification in e-learning environments provides
opportunities for deeper understanding,
enhancing and enrich...
Inclusion and education...
Employment
ICT (AT)
competences
Social
competences
Efficient Caregiver
support
Empowerment
Games
(online,
desktop,
mobile)
Mentoring
Training
courses
(online,
offline,
mobile)
Peer
support
Free
OERs
Ecosystem based on person led process of personal
development in case of disability
Education
Vocational
training
Employme...
Thank you!
Gamified mobile/online learning for personal care givers for people with disabilities and older people (Constantinos Mourl...
Gamified mobile/online learning for personal care givers for people with disabilities and older people (Constantinos Mourl...
Gamified mobile/online learning for personal care givers for people with disabilities and older people (Constantinos Mourl...
Gamified mobile/online learning for personal care givers for people with disabilities and older people (Constantinos Mourl...
Gamified mobile/online learning for personal care givers for people with disabilities and older people (Constantinos Mourl...
Gamified mobile/online learning for personal care givers for people with disabilities and older people (Constantinos Mourl...
Gamified mobile/online learning for personal care givers for people with disabilities and older people (Constantinos Mourl...
Gamified mobile/online learning for personal care givers for people with disabilities and older people (Constantinos Mourl...
Gamified mobile/online learning for personal care givers for people with disabilities and older people (Constantinos Mourl...
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Gamified mobile/online learning for personal care givers for people with disabilities and older people (Constantinos Mourlas, Stavroula Papavasiliou, Karel Van Isacker and Katerina Sotirakou)

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Gamified mobile/online learning for personal care givers for people with disabilities and older people (Constantinos Mourlas, Stavroula Papavasiliou, Karel Van Isacker and Katerina Sotirakou)

Interactive Technologies and Games (ITAG) Conference 2015
Health, Disability and EducationDates: Thursday 22 October 2015 - Friday 23 October 2015 Location: The Council House, NG1 2DT

Published in: Education
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Gamified mobile/online learning for personal care givers for people with disabilities and older people (Constantinos Mourlas, Stavroula Papavasiliou, Karel Van Isacker and Katerina Sotirakou)

  1. 1. C. Sotirakou, S. Papavasiliou, C. Mourlas, K. Van Isacker
  2. 2. Introduction  People with disabilities and older people depend heavily on personal care givers (PCGs).  Most PCGs have completed basic education*. There were also cases of PCGs that work as volunteers, without having completed mandatory education.  51,4% of the respondents stated that they have not received any training related to providing assistance to people with disabilities and older people.  Only one VET centre identified using online material in PCG training (in Bulgaria) and none using mobile learning tools.  Raising competence levels of these low-skilled people is at the core of gamified mobile learning application, M-Care. * M-Care survey conducted in Bulgaria, Belgium, Germany and Turkey
  3. 3. Gamification Definitions -“The process of game-thinking and game mechanics to engage users and solve problems” -“Using game design elements in non-game contexts”  Gamification attempts to harness the motivational power of games in order to promote participation, persistence and achievements [Richter, G. Raban, D.R. and Rafaeli, S.].  The application of game design principles to non game environments renders technology more inviting, by engaging users in desired behaviours by showing the path to mastery, providing constant feedback and utilizing people’s innate enjoyment of play.
  4. 4. Gamification in the workplace  Studies suggest that extrinsic rewards in enterprise software and workplaces can influence a segment of the user population to participate more intensely while rewards are awarded to them [Deterding, S.].  However other reports show that forced serious game play is less enjoyable and effective [Mollick, E. R., & Rothbard, N., Et.al.].  Autonomy is the key factor to successful use of gamification. ◦ In M-Care the user does not feel obliged to engage with any activity and the application satisfies the users’ need to control the outcome of her actions.
  5. 5. Gamification and education  Games have been used to maximize the learning potential of educational environments. It has been documented that users who enjoy a playful activity are willing to spend more time on a task that they find interesting.  Gamification also increases student satisfaction levels.  New pedagogical approaches on gamification suggest that using game elements as an aid to learning can reduce students’ dropout.  In the M-Care's case, the application of gamification elements in courses aims to increase the effectiveness of learning and enhance the understanding of users.
  6. 6. Gamification and motivation  The idea of using game mechanics and dynamics to drive participation and engagement, mostly by using extrinsic rewards can undermine free-choice and self-reported interest in the given task. To prevent this from happening, Nicholson’s proposal of “meaningful gamification” is followed in M-Care.  Meaningful gamification has a user-centred approach and focuses at three main needs: autonomy, competency, and relatedness. Different users find meaning in different things, so by allowing users to learn what is meaningful to them, they are allowed to create their own goals. ◦ For example, in M-Care, the system suggests various categories of lessons and awards different badges and extra points for completing any of them. By providing constant feedback, users feel a sense of autonomy, freedom and a feeling that the system rewards them for their own choices.
  7. 7. Design methodology The M-Care application was designed following a user- centred approach and the principles of universal design [Horton, S., Stephanidis, C.]. Under this framework the following tools were used:  M-CARE survey results which provided the user requirements  Personas: User profiles for all major target groups  Scenarios: Narratives describing interactions of user roles and the technical system in order to achieve a fictional goal  Use cases, providing a very detailed look at how each user interacts with the application  Task Analysis: Involves learning about users' goals and understanding the tasks that users will perform using it  Mock-ups which were presented to project partners to collect feedback before implementing.
  8. 8. Game design For the game design the MDA framework was followed. MDA sets three levels of abstraction:  Mechanics describes the particular components of the game (points, levels, leaderboards, badges, challenges/quests, onboarding, and engagement loops) at the level of data representation and algorithms. In M-Care, mechanics are combined with the PCG training material in order to increase the effectiveness of the courses and make the modules more appealing.  Dynamics describes the run-time behaviour of the mechanics acting on player inputs and each others’ outputs over time.  Aesthetics describes the desirable emotional responses evoked in the player, when s/he interacts with the game system.
  9. 9. Targeted User Populations User Group Demographic Information Domain / previous knowledge Computing Experience Computing Environment Low skilled people 18+, any level of education (usually low skilled), employed/ looking for employment) Possible training on caregiving tasks Low ICT literacy Desktop to some extent Mainly mobile devices Current PCGs / nurses 18+, minimum secondary education Possible training but definitely experience in caregiving tasks Medium ICT literacy Desktop Mobile devices Trainers Any age, Higher education (e.g. special education trainers) / employed in training centres. Medical background / PCG related tasks and/or ICT AT Medium - High experience Desktop Mobile devices
  10. 10. Hierarchical Task Analysis Access & share PCG training material Find content through a recommended list Define parameters through a wizard Find content through a user favorite’s list Mark an item as favorite Browse through a customized list or all entries Perform free search Find content from all available entries Browse available categories / Tags Free Search Comment / discuss Access device media galleries / camera Login / Register
  11. 11. Multilingual content The application offers content in Turkish, Bulgarian, Dutch, German and Greek. After launching the application users are prompted to select their language using buttons illustrated with the respective flags.
  12. 12. Architecture of the app Dual functionality  M-Care application provides both PCG training as well as an additional access to educational material about ICT-based assistive technology (AT) products*.  The app provides two distinct options at start up. Two buttons are used, one for changing role (PCG or AT) and one for returning to the main menu of the role interface that the user is using at that time. * The application incorporates material created under the framework of the ATLEC project (http://atlec-project.eu/)
  13. 13. PCG mode Users can reach the educational material:  defining a set of parameters through a wizard  search freely using keywords  browse through the list of all available courses  ability to monitor their progress through a point & badges system and through quizzes at the end of each training unit.
  14. 14. Wizard For the PCG role, the application offers a wizard which will guide the user into finding the training material s/he needs based on the following questions: Q1: You provide care assistance for a Person with disabilities or for an older person? Q2: What type of needs do you need to address? Q3: On which specific tasks do you need information on? Q4: Where do you need to provide assistance?
  15. 15. Free and category based search Users are also able to perform a keyword search which will present them with all relevant results. There is also an option for searching through all the available thematic categories.
  16. 16. Favourites Users are able to view a list with training modules that they have marked as favourites through a button in the main screen of the application.
  17. 17. Login / Register Through this feature, users will be able to register, login and logout of the app.
  18. 18. Training modules  Based on the survey findings, most respondents seem to prefer a blended training approach - (online & face to face), with video indicated as the preferred form of training content. ◦ Therefore, for training units focus is given to embedded multimedia such as YouTube videos and audio testimonials, which are complemented by textual information and links to further study material.  At the bottom of every course there is a discussion icon that leads to a discussion board, where users can interact with each other, ask questions and talk about the course, and share good practices.
  19. 19. The “Game”
  20. 20. The players Taking into consideration the M-Care target groups, two broader "player" profiles were created:  Low skilled people/people with disability and family members (+18): Especially for family members who are providing care for free, intrinsic motivators like “learn more in order to be better at your job” or extrinsic like "a higher salary, or a better job” will not be effective. It is necessary that they feel that using the app will make them a better person.  Professional/experienced PCGs/Trainers: Using gamification elements, PCGs will feel like they are following a training course which will eventually allow them to acquire interesting knowledge that will facilitate their work. Furthermore, as an intrinsic motivator, they want to be better at their work in order to be able to offer more to the people around them.
  21. 21. The “Game”  Users earn points for every step they complete (sharing, commenting) and badges as a status signifier for their achievements in answering quizzes, after completing any PCG training course.  Depending on the number of badges collected, the user is characterized as "novice", "intermediate" or "expert", each title demonstrated by corresponding badges (e.g. gold, silver, bronze).  The player's journey can be monitored through the "Achievements" screen Point Value Point awards for player activities Activity Purpose 100 points Create an account Early welcome bonus 50/10 points Correct/False Quiz Answer Have users complete the modules 100 points Try a new course Have users try the suggested modules 30 points Share Have users share their experience 40 points Start a new topic Have users talk about M-Care 10 points Comment Have users comment the content 5 points Favourite Have users rate the content
  22. 22. Conclusion  Gamification in e-learning environments provides opportunities for deeper understanding, enhancing and enriching of the learning experience.  Gamification in a mobile learning tool for PCGs attempts to enrich the educational experience of mainly low skilled people, providing both a self-assessment tool and a motivation to successfully complete the courses.  The results of the end-user piloting and the evaluation phase will be measured in the second semester of 2015 and will be presented in a future study.
  23. 23. Inclusion and education... Employment ICT (AT) competences Social competences Efficient Caregiver support Empowerment
  24. 24. Games (online, desktop, mobile) Mentoring Training courses (online, offline, mobile) Peer support Free OERs
  25. 25. Ecosystem based on person led process of personal development in case of disability Education Vocational training Employment Life long learning + career Schools Vocational training centres Carers Policy makers Employers + self employment AT/ICT/... training / Support needed
  26. 26. Thank you!

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