The document describes two studies that explored gamifying co-design contexts in primary schools. The 2013 study involved shorter missions over 8 weeks with challenges, cooperation, and emotions tracked. The 2014 study had longer, more tangibly gamified missions over 14 weeks involving cooperative roles, rules, and progression tracking. Data was collected on material satisfaction, challenge success, cooperation, and achievement emotions to understand the impact of gamification on engagement and learning. Results showed positive emotions increased across missions while cooperation and inclusion also improved.

1. GAMIFICATION OF
CO-DESIGN CONTEXTS
Two Studies in Primary Schools
Gabriella
Dodero
Rosella
Gennari
Santina
Torello
Alessandra
Melonio
Computer
Science
Faculty
http://www.inf.unibz.it
CHI PLAY

2. GAMIFICATION OF
CO-DESIGN CONTEXTS
Two Studies in Primary Schools
Gabriella
Dodero
Rosella
Gennari
Santina
Torello
Alessandra
Melonio
Computer
Science
Faculty
http://www.inf.unibz.it
CHI PLAY

3. GAMIFICATION OF
CO-DESIGN CONTEXTS
Two Studies in Primary Schools
Gabriella
Dodero
Rosella
Gennari
Santina
Torello
Alessandra
Melonio
Computer
Science
Faculty
http://www.inf.unibz.it
CHI PLAY

4. Primary
school
is
our
context…
Friedericks
2011

5. Primary
school
is
our
context…
Engagement: learner
engagement
Friedericks
2011

6. Primary
school
is
our
context…
behavioural
engagement
emotional
engagement
social
engagement
Dimensions:
physical
engagement
cultural
engagement…
Engagement: learner
engagement
Friedericks
2011

7. Primary
school
is
our
context…
behavioural
engagement
emotional
engagement
social
engagement
physical
engagement
cultural
engagement…
Engagement: learner
engagement
Friedericks
2011
Dimensions:

8. GaC C
INGREDIENTS

9. Co-­‐design
with
children
how
designers
can
create
for
and
with
children
Why:

10. Co-­‐design
with
children
techniques
for
conceptualizing,
developing
and
evaluating
low-­‐fidelity
prototypes
with
children
What:
how
designers
can
create
for
and
with
children
Why:

11. Cooperative
learning
groups
how
to
foster
cooperation
of
small
groups
by
leveraging
on
differences
Why:

12. Cooperative
learning
groups
strategies,
rules
and
roles
for
group
work
What
how
to
foster
cooperation
of
small
groups
by
leveraging
on
differences
Why:

13. Gamified
contexts
how
to
foster
positive
achievement
emotions
for
motivating
students
Why:

14. Gamified
contexts
creating
a
game-­‐like
context
What:
how
to
foster
positive
achievement
emotions
for
motivating
students
Why:

15. GaC C
PROTOCOLS FOR STUDIES

16. GaC C
PROTOCOLS FOR STUDIES

17. GaC C
STUDIES FOR GAMES

18. GaC C
STUDIES FOR GAMES
2013: shorter

19. GaC C
STUDIES FOR GAMES
2013: shorter 2 0 1 4 : longer

20. 2013 shorter-term study

21. Study
design

22. Study
design
Mission 1:
2
challenges

23. Study
design
Mission 1:
2
challenges
Mission 2:
4
challenges:
(1)
idea
(2)
setting
(3)
rules
(4)
interaction

24. Study
design
Mission 1:
2
challenges
Mission 2:
4
challenges:
(1)
idea
(2)
setting
(3)
rules
(4)
interaction
Mission 3:
2
challenges

25. Study
results:
output
paper based

26. Study
results:
output
video
paper based

27. Study
results:
output
paper based
app
video

28. Study
results:
output
design
+
evaluation
G. Dodero, R. Gennari, A. Melonio and S. Torello. A Lean Experience of Game Fabrication:
From School to University and Back. In the FabLabs in Educational Context Workshop 2014

29. Study
results:
co-­‐design
activity

30. Study
results:
co-­‐design
activity
challenges
behaviour

31. Study
results:
co-­‐design
activity
challenges
behaviour
missions
cooperation
missions
emotions

32. Study
results:
co-­‐design
activity
challenges
behaviour
missions
cooperation
missions
emotions

33. Study
results:
co-­‐design
activity
challenges
behaviour
missions
cooperation
missions
emotions

34. Study
results:
co-­‐design
activity
challenges
behaviour
missions
?
cooperation
missions
emotions

35. 2014 longer-term study
roles

36. Teacher
for:
recapping
the
previous
week’s
work
and
introducing
the
new
one;
concluding
by
collecting
feedback

37. Game
design
expert
for:
rapid
formative
feedback;
validating
game
design
choices
at
specific
moments

38. Passive
observer
for:
tracking
behaviour
and
emotions;
tracking
group
dynamics

39. 2014 longer-term study
more tangibly gamified contexts

40. Gamification of
- cooperative learning roles
- cooperative learning rules
- co-design tasks and environment across the
long-term activity

41. Gamification of
- cooperative learning roles
- cooperative learning rules
- co-design tasks and environment across the
long-term activity

43. Progression
bar
across
missions

44. Progression
bar
across
missions split
in
challenges

46. Coins:
contingent
completion
rewards
for
challenges

47. At
the
shop

48. At
the
shop a group can spend coins

49. At
the
shop a group can spend coins for buying prototyping objects

50. At
the
shop
… but how to
decide which?
a group can spend coins for buying prototyping objects

51. Game-­‐like
objects
for
voting

52. Game-­‐like
objects
for
voting and choosing, e.g., the expert card

53. Expert
card
at
work:
“help,
game
expert”

54. 2014 longer-term study
GaCoCo missions

55. 1st
mission
@
school
Training,
roles
and
gamified
material
exploration,
group
formation
and
badge
creation

56. 1st
mission
@
school
Mission
solved:
big
applause

57. 2nd
mission
@
school
Game
idea
doc
+
avatar
prototyping

58. 3rd
mission
@
school
Groups
are
split
in
pairs,
each
works
on
a
game
level:
doc
+
prototyping

59. 4th
mission
@
school
Groups
are
rejoined,
jointly
revising
and
continuing
game
levels:
doc
+
prototyping

60. 5th
mission
@
school
Assembling
levels
and
passage
conditions
on
a
given
A0
form

61. 5th
mission
@
school
Rehearsing
presentation
of
game
prototype
(A0
form)

62. 6th
mission
@
university
(Ch.
1)
Presentation

63. 6th
mission
@
university
(Ch.
1)
Presentation
(Ch.
2)
Gallery
tour
of
each
game
with
final:

64. 6th
mission
@
university
(Ch.
1)
Presentation
(Ch.
2)
Gallery
tour
of
game prototypes (A0 form);
each
game
with
final:

65. 6th
mission
@
university
(Ch.
1)
Presentation
Gli Essenzali_TITOLO DEL GIOCO
Il#personaggio#principale#di#questo#gioco#è#Giovannino.#Giovannino#si#trova#
in#un#posto#dove#c’è#il#mare#ma#fa#molto#freddo#e#al#posto#di#una#spiaggia#ci#
sono#metri#e#metri#di#neve.##
Questo# posto# è# abitato# da# una# famiglia# di# alieni.# Ci# sono# degli# oggetti#
particolari#in#questo#posto:#un#tavolo#volante#ed#una*rosa*aliena#con#delle#
spine#senza#punta.##
!
Dove si svolge il gioco
e quali oggetti e
personaggi ci sono?
Lo# scopo# del# gioco# è# quello# di# riuscire# a# sottrarre# il# tavolo# volante# alla#
famiglia#di#alieni#e#raggiungere#prima#che#muoia#la#rosa#con#le#spine#senza#
punta# che# permetterà# a#Giovannino# di# tornare# sulla# terra,# nel# paese# senza#
punta.##
Cosa fanno i
personaggi e che sfide
devono affrontare?
Sfide nel PRIMO livello
Vite; Punti e Poteri"
Giovannino#ha#a#disposizione#2*vite#per#riuscire#a#superare#questo#livello.#
Per# sconCiggere#gli#alieni#e# rubare# il# tavolo#magico#può#usare#due#oggetti:#
una#mazza#ed#una#cintura#magica#che#una#volta#premuta#si#trasforma#in#una#
spada.##
Ci# sono# anche# degli# oggetti# speciali# che# compaiono# di# tanto# in# tanto# che#
sono#un# fungo:# che#permette# a#Giovannino#di#diventare#piu#potente# e#un#
cuore# che# fa# guadagnare# a#Giovannino#due# vite.# Se# si#perde# si# ricomincia#
direttamente#da#questo#livello.#
Quando si vince il 1°
livello appare"
Quando si perde il 2°
livello appare"
Quando#si#vince#nel#primo#livello#appaiono#delle#monete#che#corrispondo#a#
dei#punti.
Appare#una#scritta#GAME#OVER#e#bisgona#cominciare#tutto#da#capo.
(Ch.
2)
Gallery
tour
of
each
game
with
final:
game prototypes (A0 form); game design document with color coding

66. 6th
mission
@
university
Evaluation
of
other
groups’
work

67. I liked…
I’d change…
6th
mission
@
university
Evaluation
of
other
groups’
work

68. I liked…
I’d change…
I’d vote…
6th
mission
@
university
Evaluation
of
other
groups’
work

69. 2014 longer-term study
data

70. Data

71. Data
FOR
MATERIAL
Behaviour:
usability
issues
with
gamified
material
Emotions:
satisfaction
with
gamified
material
(post)

72. Data
FOR
MATERIAL
Behaviour:
usability
issues
with
gamified
material
Emotions:
satisfaction
with
gamified
material
(post)
FOR
ACTIVITY
Behaviour:
success
in
challenges
time
on
missions
Cooperation
inclusion
in
GaCoCo
(pre-­‐
post)
Emotions:
5
positive
+
5
negative
achievement
emotions
in
missions
as
in
Pekrun
control-­‐value-­‐theory

73. Results: Highlights
FOR
MATERIAL FOR
ACTIVITY
Emotions:
Emotions:
satisfaction
with
gamified
material
(post)
5
positive
+
5
negative
achievement
emotions
in
missions
as
in
Pekrun
control-­‐value-­‐theory

74. Results: Highlights
FOR
MATERIAL FOR
ACTIVITY
Emotions:
Emotions:
satisfaction
with
gamified
material
(post)
5
positive
+
5
negative
achievement
emotions
in
missions
as
in
Pekrun
control-­‐value-­‐theory

75. M1
M3
M2
M4
M5
Results: Highlights
FOR
MATERIAL FOR
ACTIVITY
Emotions:
Emotions:
satisfaction
with
gamified
material
(post)
5
positive
+
5
negative
achievement
emotions
in
missions
as
in
Pekrun
control-­‐value-­‐theory

76. Game over

77. Acknowledgements
innaffiatoio

78. Acknowledgements
innaffiatoio

80. thank you

81. Main
references
G.
Dodero,
R.
Gennari,
A.
Melonio
and
S.
Torello
(2014).
GAmi0ied
CO-­‐design
with
COoperative
Learning.
In
alt
of
CHI
2014,
ACM
G.
Dodero,
R.
Gennari,
A.
Melonio
and
S.
Torello
(2014).
Gami0ication
of
Co-­‐design
Contexts—
Two
Studies
in
Primary
Schools.
In
CHI-­‐Play
2014,
ACM
Kahu,
L.
,
Stephens,
C.,
Leach,
L.,
&
Zepke
(2014).
Linking
Academic
Emotions
and
Student
Engagement.
Journal
of
Further
and
Higher
Education
Pekrun,
R.
(2006).
The
Control-­‐Value
Theory
of
Achievement
Emotions.
Educational
Psychology
Review,
18,
315–341
Original
images
by:
N.
Mastachi