The document summarizes key findings from several master's theses related to educational technology. One thesis developed a method for evaluating long-term user experience in MMOGs using a modified UX curve approach. Testing with an online game found that user experience generally improved over time. Another thesis developed a web-based system to measure user experience of e-learning applications using the Mo2L questionnaire. A third thesis involved creating a serious game to support organizational learning and testing it with employees. Results found it was positively received but traditional training was still preferred. A fourth thesis compared the learning impacts of 2D versus 3D versions of a geography game. The 3D version led to greater motivation but lower learning, as users were more distracted
Gamified mobile/online learning for personal care givers for people with disa...Karel Van Isacker
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
A gamification framework to enhance students’ intrinsic motivation on MOOCTELKOMNIKA JOURNAL
Technological development supports the distribution of education to various parts of the world through online education. One of the learning media that supports the distribution of learning is the Massive Open Online Course (MOOC). However, MOOC has a low number of students who complete the course. Therefore, this research proposes a "gamification framework" through studies and various approaches in the field of games, intrinsic motivation elements, social learning, and interactive learning environments to overcome the low motivation of students. The proposed framework has been evaluated through validation by experts. The results found that the framework fulfilled the rules and suitability of the instruments and game elements used to increase the intrinsic motivation of students in online learning. Although there are some changes in the function and type of game elements used. For further research, the framework will be used as a guideline to build the Gamified MOOC Platform.
SOCIO-DEMOGRAPHIC DIFFERENCES IN THE PERCEPTIONS OF LEARNING MANAGEMENT SYSTE...ijseajournal
Learner centred design (LCD) focuses on creating an e-learning system that can fulfil individual needs
through personalization, nevertheless there are still many technical challenges. Besides, losing balanced
focus on both of the learners and the instructors does not help to create a successful e-learning system.
User-centred design helps to improve the usability of a system as it integrates requirements and user
interface designs based on users’ needs. The findings of this research prove that even the users are
provided with the same LMS, not everyone has the same perceptions or tolerance levels of the seven design
factors that may cause frustrations to the users, and not everyone has the same satisfaction level of
navigation experience and interface design. It is important for the LMS developers to understand that the
variations between roles, genders, experiences and ages exist and should not be ignored when designing
the system.
User experience improvement of japanese language mobile learning application ...IJECEIAES
Advances in smartphone technology have led to the strong emergence of mobile learning (m-learning) on the market to support foreign language learning purposes, especially for the Japanese language. No matter what kind of m-learning application, their goal should help learners to learn the Japanese language independently. However, popular Japanese m-learning applications only accommodate on enhancing reading, vocabulary and writing ability so that user experience issues are still prevalent and may affect the learning outcome. In the context of user experience, usability is one of the essential factors in mobile application development to determine the level of the application’s user experience. In this paper, we advocate for a user experience improvement by using the mental model and A/B testing. The mental model is used to reflect the user’s inner thinking mode. A comparative approach was used to investigate the performance of 20 highgrade students with homogenous backgrounds and coursework. User experience level was measured based on the usability approach on pragmatic quality and hedonic quality like effectiveness (success rate of task completion), efficiency (task completion time) and satisfaction. The results then compared with an existing Japanese m-learning to gather the insight of improvement of our proposed method. Experimental results show that both m-learning versions proved can enhance learner performance in pragmatic attributes. Nevertheless, the study also reveals that an m-learning that employs the conversational mental model in the learning process is more valued by participants in hedonic qualities. Mean that the proposed m-learning which is developed with the mental model consideration and designed using A/B testing is able to provide conversational learning experience intuitively.
Interactive E-Lecture Using Video Annotation in Learning GroupsIJERA Editor
Now day‘s users are interested in distance learning as there is rapid growth in digital data due to day today
development in information as well as computer technology. Also its applications or usage have tremendous
response in market. Peoples are attracted towards interactivity in each thing, we found that for e-learning is a
very interactive way to learn and understand things. Currently, YouTube is the global way of video sharing. It is
having certain limitations such as, it having inactivity in online learning. In online study students expecting
some extra guidelines from given resources. In this project we developed video annotation system for foster
active learning. In this project, we achieved active participation of students. There is certain kind of technologies
that extracts some important keywords from textual information. MOOC‘s model is another technology to solve
interaction problem of users in active learning. It also has limitations that it suffered from the problem of
gamification. Our system is interactive as it provides real-time annotations to the video. In our system user can
give their active participation as they have direct interaction to our system. As part of our contribution in this
project we did SVM analysis to provide recommended videos for end users. SVM is Support Vector Machine
algorithm; it classifies the things according to user interest. So, in our system user can search for video and they
get recommended video list for their study.
Gamified mobile/online learning for personal care givers for people with disa...Karel Van Isacker
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
A gamification framework to enhance students’ intrinsic motivation on MOOCTELKOMNIKA JOURNAL
Technological development supports the distribution of education to various parts of the world through online education. One of the learning media that supports the distribution of learning is the Massive Open Online Course (MOOC). However, MOOC has a low number of students who complete the course. Therefore, this research proposes a "gamification framework" through studies and various approaches in the field of games, intrinsic motivation elements, social learning, and interactive learning environments to overcome the low motivation of students. The proposed framework has been evaluated through validation by experts. The results found that the framework fulfilled the rules and suitability of the instruments and game elements used to increase the intrinsic motivation of students in online learning. Although there are some changes in the function and type of game elements used. For further research, the framework will be used as a guideline to build the Gamified MOOC Platform.
SOCIO-DEMOGRAPHIC DIFFERENCES IN THE PERCEPTIONS OF LEARNING MANAGEMENT SYSTE...ijseajournal
Learner centred design (LCD) focuses on creating an e-learning system that can fulfil individual needs
through personalization, nevertheless there are still many technical challenges. Besides, losing balanced
focus on both of the learners and the instructors does not help to create a successful e-learning system.
User-centred design helps to improve the usability of a system as it integrates requirements and user
interface designs based on users’ needs. The findings of this research prove that even the users are
provided with the same LMS, not everyone has the same perceptions or tolerance levels of the seven design
factors that may cause frustrations to the users, and not everyone has the same satisfaction level of
navigation experience and interface design. It is important for the LMS developers to understand that the
variations between roles, genders, experiences and ages exist and should not be ignored when designing
the system.
User experience improvement of japanese language mobile learning application ...IJECEIAES
Advances in smartphone technology have led to the strong emergence of mobile learning (m-learning) on the market to support foreign language learning purposes, especially for the Japanese language. No matter what kind of m-learning application, their goal should help learners to learn the Japanese language independently. However, popular Japanese m-learning applications only accommodate on enhancing reading, vocabulary and writing ability so that user experience issues are still prevalent and may affect the learning outcome. In the context of user experience, usability is one of the essential factors in mobile application development to determine the level of the application’s user experience. In this paper, we advocate for a user experience improvement by using the mental model and A/B testing. The mental model is used to reflect the user’s inner thinking mode. A comparative approach was used to investigate the performance of 20 highgrade students with homogenous backgrounds and coursework. User experience level was measured based on the usability approach on pragmatic quality and hedonic quality like effectiveness (success rate of task completion), efficiency (task completion time) and satisfaction. The results then compared with an existing Japanese m-learning to gather the insight of improvement of our proposed method. Experimental results show that both m-learning versions proved can enhance learner performance in pragmatic attributes. Nevertheless, the study also reveals that an m-learning that employs the conversational mental model in the learning process is more valued by participants in hedonic qualities. Mean that the proposed m-learning which is developed with the mental model consideration and designed using A/B testing is able to provide conversational learning experience intuitively.
Interactive E-Lecture Using Video Annotation in Learning GroupsIJERA Editor
Now day‘s users are interested in distance learning as there is rapid growth in digital data due to day today
development in information as well as computer technology. Also its applications or usage have tremendous
response in market. Peoples are attracted towards interactivity in each thing, we found that for e-learning is a
very interactive way to learn and understand things. Currently, YouTube is the global way of video sharing. It is
having certain limitations such as, it having inactivity in online learning. In online study students expecting
some extra guidelines from given resources. In this project we developed video annotation system for foster
active learning. In this project, we achieved active participation of students. There is certain kind of technologies
that extracts some important keywords from textual information. MOOC‘s model is another technology to solve
interaction problem of users in active learning. It also has limitations that it suffered from the problem of
gamification. Our system is interactive as it provides real-time annotations to the video. In our system user can
give their active participation as they have direct interaction to our system. As part of our contribution in this
project we did SVM analysis to provide recommended videos for end users. SVM is Support Vector Machine
algorithm; it classifies the things according to user interest. So, in our system user can search for video and they
get recommended video list for their study.
This is a Yammer resource from the "Work like a Network" packet that can be downloaded from the Microsoft FastTrack resource site: http://fasttrack.office.com/resources
The Yammer resource packet is designed to help companies successfully launch and integrate Yammer. You can download the packet here; https://fto365dev.blob.core.windows.net/media/Default/Resources/Scenario5/Work_like_a_network-1.zip
Packet also includes:
Email Templates
Poster/Flyer Templates
Work like a network Training PowerPoint
Learning Path Scenario
Yammer Guidance
You can view my favorite Yammer Resources on this Pinterest board: Yammer Resources
https://www.pinterest.com/psharepoint/yammer-resources/
Okullarda yasanan siyasi_ayrimciligin_biYavuz KARA
Okullarda Yaşanan Siyasi Ayrımcılığın Bireysel ve
Örgütsel Etkileri
Individual and Organizational Effects Of Political
Orientation Discrimination On Teachers In Schools
Overcoming Organizational Obstacles to DevOps & Continuous Delivery XebiaLabs
Organizations want the benefits of Continuous Delivery and DevOps, but they struggle to build their skills, form the right teams, and change their culture to achieve their full potential. To gain maximum benefit and deliver higher quality software, faster, companies need to change both from the bottom-up -- by learning new skills -- and from the top-down, by changing measures, funding, and teaming models.
Kurt Bittner, Principal Analyst at Forrester Research and Tim Buntel, VP of Products at XebiaLabs teach you proven strategies and tactics you can use to build out the resources critical to your organization's Continuous Delivery and DevOps transformation.
ANALYSIS OF GAMIFICATION ELEMENTS TO EXPLORE MISINFORMATION SHARING BASED ON ...ijseajournal
Gamification elements provide apersonal drive to urge user experience, emotion, fun, and engagement, positively or negatively. These gamification elements mayhave beenunintentionallyemployedthroughthe designand implementation processof social media platforms toencourage users’ behaviour towards misinformationsharing. This study intends to answer the subsequent question” What are the mostly used gamification elements that couldpossibly encourage usersto share misinformation on social media platforms?”. The study empirically investigatesthe usage of gamification elements and their relation to U&G theorywith 286 participants. The results indicated that gamification elements usage scored highwith regard tothe self-expression perspective (frequency=216), as well as theinteraction& collaborations perspective (frequency=198). whereas, the information seeking perspective scored low (frequency=59) and leaderboard were the least usage(frequency=43). The results may be useful to guide software engineering, developers, GUI specialists to cater for design elements settings and their possible negative effects in social media contexts.
User Experience 5: User Centered Design and User ResearchMarc Miquel
This presentation introduces the user-centered design paradigm and the field of game user research. It includes some hypothetical case studies which are later discussed in the following presentations.
These slides were prepared by Dr. Marc Miquel. All the materials used in them are referenced to their authors.
Improving Decision Making Skills through Business Simulation.docxsheronlewthwaite
Improving Decision Making Skills
through Business Simulation Gaming and Expert Systems
Alexander Fuchsberger
University of Nebraska, Omaha
[email protected]
Abstract
Business simulations as experimental learning tools
are common, but they usually train specific
predetermined aspects. Research on artificial
intelligence among business simulations is rare, and
therefore, featured in this paper. The purpose of this
research is to explore the use of business simulations
games as an experimental learning tool through a
contemporary, web-based application featuring
artificial intelligence and mobile support. An expert
system guides and advises the players, while they
manage their virtual business in a competitive market
against other participants. The core element is the
design process of an artifact, based on the Design
Science methodology. The training and learning
effects on the participants are observed via the
artifact itself in a series of experiments and an
additional survey. Twenty-six students in Austria
were chosen as the sample group to reveal and
measure the improvements in decision making,
experimental learning capabilities and the biasing
ability of the artificial intelligence.
1. Introduction
Today the decision-making process within
organizations is increasingly complex. All decision
makers in businesses require basic understanding of
organizational structure and how business elements
influence each other. In universities effective work is
done by providing students with the necessary
knowledge about business concepts like production
optimization, marketing, strategies, human resource
management, and so on. But the theoretical
knowledge is rarely put to practice. Avramenko [1]
finds that the educational process in business schools
fails to equip students with employability skills.
Business simulation games encourage teamwork
and decision-making, in a risk-free environment [2].
Players develop a holistic view of the business, they
learn that sometimes alternatives have to be
considered and that losses in an early stage might
lead to higher profit in a later stage. Business games
and simulations became popular over the last 20
years; and they differ in complexity, focus, settings
or intentions. They are web or application-based and
can include random elements.
This research aims to design such a business
simulation, which allows multiple players to train
their management skills in a competitive
environment. No perfect utilization can be reached
only by the player’s actions; other players are
influencing the participant’s outcome as well.
Another core element of this research was to
provide a setting where an expert system can take a
substantial and useful part in such a simulation game.
The idea was to develop a virtual “mentor”, which
acts as an advisor and biases the human player in his
or her decisions. Therefore, the primary research
objectives are:
Ho ...
This presentation covers how to combine traditional qualitative methods and user research approaches to satisfy your clients and add value to findings.
Content validity study: a gamification model to drive behavior change in defe...IJECEIAES
Gamification refers to transforming the environment to become more game-like to produce a positive experience. In this study, the researchers developed a gamification model, namely the GAMEBC model, to drive behavior change through a health awareness campaign in defeating the coronavirus disease 2019 (COVID-19) pandemic. The GAMEBC model was developed based on the self-determination theory (SDT) and gamification design literature. The GAMEBC model in this study involves four elements: competence, relatedness, autonomy, and engagement. Each element includes criteria that drive behavior change in health awareness campaigns. However, studies that validated the gamification model elements are limited, specifically to drive behavior change. Therefore, the content validity of the GAMEBC model instrument was carried out, and the analysis was based on thirteen expert reviews. The mean value and inter-rater agreement approach were implemented to examine the content validity ratio (CVR), item content validity index (I-CVI), and scale content validity index (S-CVI). The expert evaluation approach was implemented to review the GAMEBC model in terms of relevance and clarity. The data were analyzed using descriptive analysis. As a result of this work, we formulated an instrument that can be used to model and measure behavior change through the gamification approach in health awareness campaigns.
This is a Yammer resource from the "Work like a Network" packet that can be downloaded from the Microsoft FastTrack resource site: http://fasttrack.office.com/resources
The Yammer resource packet is designed to help companies successfully launch and integrate Yammer. You can download the packet here; https://fto365dev.blob.core.windows.net/media/Default/Resources/Scenario5/Work_like_a_network-1.zip
Packet also includes:
Email Templates
Poster/Flyer Templates
Work like a network Training PowerPoint
Learning Path Scenario
Yammer Guidance
You can view my favorite Yammer Resources on this Pinterest board: Yammer Resources
https://www.pinterest.com/psharepoint/yammer-resources/
Okullarda yasanan siyasi_ayrimciligin_biYavuz KARA
Okullarda Yaşanan Siyasi Ayrımcılığın Bireysel ve
Örgütsel Etkileri
Individual and Organizational Effects Of Political
Orientation Discrimination On Teachers In Schools
Overcoming Organizational Obstacles to DevOps & Continuous Delivery XebiaLabs
Organizations want the benefits of Continuous Delivery and DevOps, but they struggle to build their skills, form the right teams, and change their culture to achieve their full potential. To gain maximum benefit and deliver higher quality software, faster, companies need to change both from the bottom-up -- by learning new skills -- and from the top-down, by changing measures, funding, and teaming models.
Kurt Bittner, Principal Analyst at Forrester Research and Tim Buntel, VP of Products at XebiaLabs teach you proven strategies and tactics you can use to build out the resources critical to your organization's Continuous Delivery and DevOps transformation.
ANALYSIS OF GAMIFICATION ELEMENTS TO EXPLORE MISINFORMATION SHARING BASED ON ...ijseajournal
Gamification elements provide apersonal drive to urge user experience, emotion, fun, and engagement, positively or negatively. These gamification elements mayhave beenunintentionallyemployedthroughthe designand implementation processof social media platforms toencourage users’ behaviour towards misinformationsharing. This study intends to answer the subsequent question” What are the mostly used gamification elements that couldpossibly encourage usersto share misinformation on social media platforms?”. The study empirically investigatesthe usage of gamification elements and their relation to U&G theorywith 286 participants. The results indicated that gamification elements usage scored highwith regard tothe self-expression perspective (frequency=216), as well as theinteraction& collaborations perspective (frequency=198). whereas, the information seeking perspective scored low (frequency=59) and leaderboard were the least usage(frequency=43). The results may be useful to guide software engineering, developers, GUI specialists to cater for design elements settings and their possible negative effects in social media contexts.
User Experience 5: User Centered Design and User ResearchMarc Miquel
This presentation introduces the user-centered design paradigm and the field of game user research. It includes some hypothetical case studies which are later discussed in the following presentations.
These slides were prepared by Dr. Marc Miquel. All the materials used in them are referenced to their authors.
Improving Decision Making Skills through Business Simulation.docxsheronlewthwaite
Improving Decision Making Skills
through Business Simulation Gaming and Expert Systems
Alexander Fuchsberger
University of Nebraska, Omaha
[email protected]
Abstract
Business simulations as experimental learning tools
are common, but they usually train specific
predetermined aspects. Research on artificial
intelligence among business simulations is rare, and
therefore, featured in this paper. The purpose of this
research is to explore the use of business simulations
games as an experimental learning tool through a
contemporary, web-based application featuring
artificial intelligence and mobile support. An expert
system guides and advises the players, while they
manage their virtual business in a competitive market
against other participants. The core element is the
design process of an artifact, based on the Design
Science methodology. The training and learning
effects on the participants are observed via the
artifact itself in a series of experiments and an
additional survey. Twenty-six students in Austria
were chosen as the sample group to reveal and
measure the improvements in decision making,
experimental learning capabilities and the biasing
ability of the artificial intelligence.
1. Introduction
Today the decision-making process within
organizations is increasingly complex. All decision
makers in businesses require basic understanding of
organizational structure and how business elements
influence each other. In universities effective work is
done by providing students with the necessary
knowledge about business concepts like production
optimization, marketing, strategies, human resource
management, and so on. But the theoretical
knowledge is rarely put to practice. Avramenko [1]
finds that the educational process in business schools
fails to equip students with employability skills.
Business simulation games encourage teamwork
and decision-making, in a risk-free environment [2].
Players develop a holistic view of the business, they
learn that sometimes alternatives have to be
considered and that losses in an early stage might
lead to higher profit in a later stage. Business games
and simulations became popular over the last 20
years; and they differ in complexity, focus, settings
or intentions. They are web or application-based and
can include random elements.
This research aims to design such a business
simulation, which allows multiple players to train
their management skills in a competitive
environment. No perfect utilization can be reached
only by the player’s actions; other players are
influencing the participant’s outcome as well.
Another core element of this research was to
provide a setting where an expert system can take a
substantial and useful part in such a simulation game.
The idea was to develop a virtual “mentor”, which
acts as an advisor and biases the human player in his
or her decisions. Therefore, the primary research
objectives are:
Ho ...
This presentation covers how to combine traditional qualitative methods and user research approaches to satisfy your clients and add value to findings.
Content validity study: a gamification model to drive behavior change in defe...IJECEIAES
Gamification refers to transforming the environment to become more game-like to produce a positive experience. In this study, the researchers developed a gamification model, namely the GAMEBC model, to drive behavior change through a health awareness campaign in defeating the coronavirus disease 2019 (COVID-19) pandemic. The GAMEBC model was developed based on the self-determination theory (SDT) and gamification design literature. The GAMEBC model in this study involves four elements: competence, relatedness, autonomy, and engagement. Each element includes criteria that drive behavior change in health awareness campaigns. However, studies that validated the gamification model elements are limited, specifically to drive behavior change. Therefore, the content validity of the GAMEBC model instrument was carried out, and the analysis was based on thirteen expert reviews. The mean value and inter-rater agreement approach were implemented to examine the content validity ratio (CVR), item content validity index (I-CVI), and scale content validity index (S-CVI). The expert evaluation approach was implemented to review the GAMEBC model in terms of relevance and clarity. The data were analyzed using descriptive analysis. As a result of this work, we formulated an instrument that can be used to model and measure behavior change through the gamification approach in health awareness campaigns.
User Experience Evaluation for Automation Tools: An Industrial ExperienceIJCI JOURNAL
Evaluating the User Experience in some contexts is challenging, especially in automation applications, due to specific situations and requirements. This paper presents an experience of applying the UX evaluation method for an automation tool in the Android software industry to assist software engineers in identifying the UX problems faced by users. The work applies heuristic evaluation, survey, and user interview methods to find the UX problems, understand the respective reasons, validate the given information, and finally assess the UX. The evaluation identified critical problems related to error messages, system response to errors, and proper feedback about what software is doing. The found problems and discussions contributed to developing new UX evaluation methodologies.
Assessment-driven Learning through Serious Games: Guidance and Effective Outc...IJECEIAES
Evaluation in serious games is an important aspect; it aims to evaluate the good transmission of pedagogical objectives, the performance of student in relation to these objectives defined in the pedagogical scenario, the content of the course and the predefined criteria. However, the effectiveness of learning is under-studied due to the complexity involved to gamify the assessment concept, particularly when it comes to intangible measures related to the progression of learning outcomes, which is among the most important aspects of evaluation in serious games. This paper reviews the literature regarding assessment due to their importance in the learning process with a detailed assessment plan applied on serious game. Then, it presents a framework used to facilitate the assessment design integrated in serious games. Finally, a significant example of how the proposed framework proved successful with corresponding results will conclude the paper.
Hey designer! Get to know your fellow guy, the researcher.Panagiotis Zaharias
Slides from my talk at Digitized17 conference.
Highlights:
1) The main building blocks of UX as a professional and scientific field are Research and Design.
2) The role of UX research and the contribution of UX researchers are invaluable in the digital product design process. However research is neglected many times...
3) UX is not just interface design; UX without user research is not UX.
Talk for the second Gamification meetup in Athens at the "Cube". It presents 2 case studies that I have setup in higher education settings and one case that has been conducted in collaboration with my student George Georgopoulos and a Greek e-shop "Cosmossport".
Presents an introduction to some basic metrics for usability and some current trends in UX evaluation methods. Includes some indicative examples from UX evaluation studies conducted by the author
1. A synopsis of Educational Technology R&D:
Lessons learned from a selection of theses
submitted to Open University of Cyprus
Dr. Panagiotis Zaharias
Open University of Catalonia - 4/6/2015
2. Experience from master theses supervision at
Open University of Cyprus
Mentored/supervised more than 20 students in their
master thesis along topics such as:
- Usability and UX methods,
- Serious games / Game-based learning,
- Online and video games,
- Virtual worlds,
- Gamification,
- Social media in education etc.
4. Time spans of User Experience (UX)
Source: http://www.allaboutux.org/files/UX-WhitePaper.pdf
5. UX in the long term: an important but
neglected issue
While the importance of temporality has been
repeatedly highlighted in user experience research, it
has rarely been systematically addressed.
…Due to the effort involved in conducting longitudinal
studies.
or a lack of sufficient interest, induced by a belief that
motivating prolonged use does not necessarily lead to
increased commercial revenues.
6. Context of the study
Based on:
Thesis submitted by Moschou, Eirini - thesis title: “Development of a UX
evaluation method for Virtual Learning Environments” - January 2014
Why long term UX in MMOGs?
Shortage of relevant studies so far
Players usually have a long lasting relationship with the game they play
The main objective of the study:
To investigate, understand and interpret the changes of players’
experience over time
7. The method: A new version of UX Curve
UX Curve: A retrospective method for assessing long term UX
proposed by Kujala et al. (2011).
Based on drawings made by users
Cost efficient as a long term usage
can be covered in a single session
Results give an overview of the most
relevant experiences
Memories are as important or more
than actual experiences
9. Context of empirical study
The game: League of Legends
The players: 9 students aged between 18-20 years old who had been
playing LoL for periods ranging from 6 to 16 months (mean: 12.5
months SD: 3.1 months)
The new version of UX Curve:
UX Curve
• General UX
• Attractiveness
• Ease of use
• Utility
• Usage Volume
A new UX Curve
(MMOG version)
• General UX
• Degree of usage
• Ease of use
• Immersion
• Social interaction
• Engagement
10. Indicative results (1)
A total of 54 curves were collected. Most of the curves were
improved revealing thus an increasing user experience
General UX Curve for each user ID The immersion UX Curve for each user ID
11. Indicative results (2)
In order to draw the curves, players described the factors that
improved their experience over time or caused it to deteriorate
Reason Categories Positive Negative
Usability 6 4
Utility 3 2
Aesthetics 7 0
Gameplay 5 3
Challenge 6 0
Social interaction 7 5
Interest 6 0
Miscellaneous 3 0
Sum 43 14
Table2 -The categories of the reasons for general UX curve
Reason Categories Positive Negative
General UX 43 14
Ease of use 41 26
Immersion 43 10
Social interaction 38 12
Engagement 32 10
Total 197 72
Table 1- Number of reasons for general and specific UX
dimensions
12. Indicative results (3)
All except for two “Ease of use” curves were improving or stable, with
pragmatic-related reasons to be the most frequent.
most negative perceptions related to usability reasons
Overall, most of the issues influencing the long-term user experience
in the game were related to non-pragmatic issues such as fun,
immersion, challenge, interest and control.
13. Key Takeaways
It is crucial to measure UX in the long term
Retrospective methods can greatly help in understanding how UX
changes over time
Memories are as or more important than actual experiences
UX Curve is a cost efficient and effective method to use for
analyzing and understanding long term UX
The new proposed version of UX Curve (customized to gaming
environments) seems to be a valid and effective method for
assessing long term UX of MMOG players
It can be applied to many other contexts for evaluating
products/services/systems
15. Context of the study
Based on:
Thesis submitted by Evangelos Loutas - thesis title: “Development
of an E-learning UX Measurement System” - May 2013
Usability and UX measurement in e-learning applications
Studies show that usability/UX is a crucial success factor in e-
learning and facilitates learners to achieve learning objectives and
gain knowledge effectively and efficiently
The main objective of the study:
To develop a web-based system that will measure UX, according to
Mo2L usability evaluation method.
16. Mo2L questionnaire
The Mo2L instrument can be used to measure different dimensions
of the e-learning user experience,
i.e. from typical usability attributes such as content, navigation and
learnability etc. to affective learning issues such as motivation to
learn.
A validated questionnaire with 49 items along 8 scales:
Content, Learning design and support, Visual design, Navigation,
Accessibility, Interactivity, Self-assessment & Learnability and
Motivation to Learn
17. UX e-learning measurement
Towards quantification of e-learning usability perceptions
The method provides calculation of a total “e-learning usability
value” which takes into consideration all items on the questionnaire
and reflects a global usability score of the e-learning
application.
In addition calculations are made along all the different scales of the
questionnaire presenting thus quantifiable information for all the
aspects of an e-learning application.
18. Main workflow of the system as developed
1. Interested researcher or practitioner has to register
2. A new instance of the system is created and a link to the researcher is sent.
Researcher can use this link to initiate his/her usability study by calling
users/participants.
3. The enquiry participants will be provided with a 49-item questionnaire that
contains also some demographics questions.
4. All questions are mandatory. Failure to reply to a question will result to the
invalidity of the participant's response.
5. After a certain period of time and a fair number of enquiry participants the
questionnaire link will close and further information will be given to registered
users on how to access the reports containing the usability measures.
6. The reports are extracted by using an automated procedure. Custom report
generation is possible upon request to the administrator.
19. The main features of the system
Reports for the mean Global E-learning Usability Score (GEUS)
Reports for all the respective Mo2L scales: mean Motivation to Learn
score, mean navigation score, etc.
Reports for individual scores and
Reports for open questions
20. Impact and future research
From May 2013 – today more than 70 researchers and practitioners
around the world have expressed their interest to use the system in
their usability and UX studies.
Quite recently five instances of the system were open and being
used by researchers from US, England and Portugal.
Shortly we are planning a redesign of the system in order to make it
more robust and usable
Check out the site:
http://www.elearning-usability.com/index2.html
21. Development of a serious 3D game as a
tool for organizational learning
22. Context of the study
Based on:
Thesis submitted by Demetrios Mouzouros, thesis title: “Development
of a serious 3D game as a tool for organizational learning” - August
2012
Organizational learning processes and human development
New methods, techniques and tools are needed to effectively support
process such as onboarding, etc.
The main objective of the study:
To develop a serious game and use it as an organizational learning
tool
To empirically test it for onboarding employees in a real company
environment
23. The development of the “Knowledge Donor”
The game takes place in a 3D world that simulates a business
environment and gives the user a realistic feeling of an actual
corporate training.
The game scenario is based on two main pillars:
a) the existing procedure that takes place in an insurance company
for the orientation of new employees, and
b) the fact that a percentage of the profit of this company goes to
charity (strong relations of the company with a scholarship
foundation)
24. The main game scenario
The player is a new employee. Other employees of the company will
take the player through an orientation and initial training session
Content about the company creation and history, the products and
marketing routines and the personnel of the company.
The game consists of three stages.
At the end of each stage, the player is tested for the “knowledge”
that has acquired within specific time limits
Successful completion of the tests will reward the player with money,
all of which is collected as a donation to the scholarship foundation.
25.
26. Empirical study
The “Knowledge Donor” game was evaluated within a period of 20
days where the employees of the insurance company had the
chance to play the game.
After the play sessions, interviews were conducted (by the student)
to get feedback from the players.
Along with the interviews, the users were asked to fill-in a user-
experience questionnaire which was based on the AttrakDiff Lite
Questionnaire.
The questionnaire measures hedonic qualities and pragmatic
qualities through 10 items that are presented in a 7-point semantic
differential scale
27. Some key findings
Reactions and comments of the users revealed a positive approach towards
this new intervention and a great interest in playing the game.
Almost 80% said that this could be a new and effective method to support
onboarding processes in the company.
The same users mentioned that the game helped them refresh their
memory regarding certain things about business processes.
However only 50% would choose this method over the traditional face-to-
face training sessions.
Users also reported some problems with their interaction with the 3D world.
They faced mainly navigation problems and they complained regarding
the content
28. Main limitations and future prospect
Sample of participants
Duration of the study
Future implementations should be based on detailed UX driven
process of capturing requirements
Future implementation must involve the real target users: new
employees that join the company
29. LEARNING GEOGRAPHY THROUGH SERIOUS GAMES:
THE EFFECTS OF 2-D AND 3-D GAMES ON LEARNING
EFFECTIVENESS, MOTIVATION TO LEARN AND USER
EXPERIENCE
30. Context of the study
Based on:
Thesis submitted by Ioanna Chatzeparaskeuaidou, thesis title:
“Development of an educational game as a tool for learning geography in
elementary schools” - August 2012
Design of 2-dimensional and 3-dimensional serious games in education
Limited knowledge and relevant empirical research in formal educational
settings that compares their effectiveness
The main objective of the study:
To develop an educational game for learning geography in elementary
schools – develop two versions a 2D and 3D
To empirically compare their effects on learning effectiveness, motivation
to learn, and UX.
31. Empirical study
Research question: What effects do 2D and 3Dversions of the game have
on learning effectiveness, motivation to learn and user experience?
The game:
Design of two versions of the game with Scratch platform and Kodu.
The game scenario: quite simple and structured around an interactive
map of Greece.
The game follows a question and answer method: it prompts the player to
choose one geographical region and continues with several related
questions that are region specific. This is happening repeatedly for other
regions as well and the total number is twenty questions.
34. Experimental process
Participants were students from eight elementary schools located in areas of
Northern Greece.
159 students participated in the experiments, 94 girls (59.1%) and 65
boys (40.9%), attending the 5th and 6th grade, from 16 urban and
suburban parts.
The age ranged between 10 and 12 years old.
Data were collected through questionnaires and mini interviews:
a demographic survey was employed along with a multiple choice test for
assessing learning effectiveness on Geography and two scales
measuring motivation to learn and user experience
35. Experimental process
Set up: A control group with students playing the 2D version of the game
and the experimental group with students playing the 3D version (Students
were randomly selected based on the "lottery" method)
A mixed between-within subjects ANOVA model:
A session (2: Pretest, Posttest) x design modality (2: 2D, 3D) ANOVA was
conducted with session as the within-subjects factor and design modality
as the between subjects factor
The experiments took place at the computer labs in 8 elementary schools.
Participation of the students and their teachers was on voluntary basis
during the whole process
36. Experimental process and results
Before running the mixed ANOVA an independent samples t-test for
differences between the mean scores of male and female subjects was
performed. - No statistical significant differences were found.
Learning effectiveness:
It was found that there is a significant interaction between design modality and
session, Wilks Lambda = .84, F (1, 149) = 27.08, p < .0005, partial eta squared = .15.
There was a substantial main effect for session (pretest and posttest), Wilks Lambda =
.72, F (1, 149) = 57.05, p < .0005, partial eta squared = .27, with both groups showing
an increase in learning effectiveness scores across the two time periods.
37. Results
Learning effectiveness: players in 2D group performed better in geography
knowledge tests than players in 3D group.
Authors observed that:
students in 2D group were more focused on the successful completion of
the game while
students playing the 3D game were almost distracted from the visual
design of the game trying to learn to navigate and willing to explore the
elements of the environment beyond the learning focus of the game
38. Results
Motivation to learn:
Results revealed that there is no significant interaction between design
modality and session, Wilks Lambda = .97, F (1, 149) = 3.19, p = .076,
partial eta squared = .021.
There was a substantial main effect for session (pretest and posttest), Wilks
Lambda = .81, F (1, 149) = 33.69, p < .0005, partial eta squared = .184, with
both groups showing a decrease in motivation to learn scores across the
two time periods
39. Results
Motivation to learn:
We observed that students entered the experimental process with a great
enthusiasm
while they were engaged with game activities they oriented themselves
more towards fun than learning.
This may explain the fact that motivation to learn decreased after the end
of the experiment. Confirmed in other studies as well (Yang 2012, Annetta
et al. 2009), as the novelty effect fades motivation gets lower.
40. Results
Motivation to learn:
The main effect comparing the two versions of game was also significant,
F (1, 149) =7.71, p = .006, partial eta squared = .049, suggesting a
difference between the two design modalities.
We see that players in 3D group showed greater motivation to learn than
those who played the 2D version.
41. Results
UX:
There is no significant interaction between design modality and session,
Wilks Lambda = .99, F (1, 149) = .28, p = .595, partial eta squared = .002.
There was a substantial main effect for session (pretest and posttest),
Wilks Lambda = .77, F (1, 149) = 42.46, p < .0005, partial eta squared =
.222, with both groups showing a decrease in user experience scores
across the two sessions
Observation: Students had great expectations in terms of anticipated UX in
both groups
42. Results
UX:
The main effect comparing the two versions of game was also significant,
F (1, 149) =4.75, p = .031, partial eta squared = .031, suggesting a
difference between the two design modalities.
players in 3D group expressed a higher degree of user experience than
the players in the 2D group.
We argue that 3D learning environments are supposed to enhance the user
experience in terms of flow, presence, etc.
We attribute this effect on the perceived hedonic qualities of 3D
environments such as novelty and greater fidelity.
43. Future research
Longer experiments are needed
Different types of knowledge tests
Design modalities (2d and 3d) can be combined in a single game
The games could be designed in a multiplayer mode with a different
pedagogical focus where activities will require collaboration for successful
completion of the game.
44. Some papers associated with the theses
[C21] Chatzeparaskeuaidou, I. and Zaharias, P. Hedonic and pragmatic qualities as
predictors for motivation to learn in serious educational games. Accepted at the
Foundations of Digital Games 2013, Workshop on Games for Learning.
[J17] Chatzeparaskeuaidou, I. and Zaharias, P. The effects of a 2D and 3D game on
learning effectiveness and motivation. Submitted to Journal of Educational
Technology & Society
[C24] Moshou, E. and Zaharias, P. (2013). The UX Curve revisited: Assessing long
term UX for games. Accepted at the Workshop on Designing Gamification: Creating
Gameful and Playful Experiences at CHI 2013 - Conference on Human Factors in
Computing Systems.
[J19] Zaharias, P. and Moschou, E. Drawing Curves for assessing long term UX of
Massive Multiplayer Online Games. Submitted to Interacting with Computers
[J16] Mouzouros, D. and Zaharias, P. Development of a 3D serious game for
knowledge management: an empirical investigation. Submitted to Journal of Virtual
Worlds Research
45. Thank you very much !
Any Questions?
Contact info:
panagiotis.zacharias@ouc.ac.cy | pz@aueb.gr
http://about.me/panagiotis_zaharias
http://gr.linkedin.com/pub/panagiotis-zaharias/0/bb6/a91