An Investigation of Gamification Typologies for Enhancing Learner Motivation

Barryl Herbert, DK Charles, Moore Adrian, Therese Charles

Research output: Chapter in Book/Report/Conference proceedingConference contribution

14 Citations (Scopus)

Abstract

In this paper we present a new gamified learning system called Reflex which builds on our previous research, placing greater emphasis on variation in learner motivation and associated behaviour, having a particular focus on gamification typologies. Reflex comprises a browser based 3D virtual world that embeds both learning content and learner feedback. In this way the topography of the virtual world plays an important part in the presentation and access to learning material and learner feedback. Reflex presents information to learners based on their curriculum learning objectives and tracks their movement and interactions within the world. A core aspect of Reflex is its gamification design, with our engagement elements and processes based on Marczewski's eight gamification types [1]. We describe his model and its relationship to Bartle's player types [2] as well as the RAMP intrinsic motivation model [3]. We go on to present an analysis of experiments using Reflex with students on two 2nd year Computing modules. Our data mining and cluster analysis on the results of a gamification typology questionnaire expose variation in learner motivation. The results from a comprehensive tracking of the interactions of learners within Reflex are discussed and the acquired tracking data is discussed in context of gamification typologies and metacognitive tendencies of the learners. We discuss correlations in actual learner behaviour to that predicted by gamified learner profile. Our results illustrate the importance of taking variation in learner motivation into account when designing gamified learning systems.
LanguageEnglish
Title of host publicationUnknown Host Publication
Pages71-78
Number of pages8
DOIs
Publication statusPublished - 17 Oct 2014
EventInteractive Technologies and Games (iTAG), 2014 International Conference on -
Duration: 17 Oct 2014 → …

Conference

ConferenceInteractive Technologies and Games (iTAG), 2014 International Conference on
Period17/10/14 → …

Fingerprint

Learning systems
Feedback
Cluster analysis
Curricula
Topography
Data mining
Students
Experiments

Keywords

  • Avatars
  • Educational institutions
  • Games
  • Materials
  • Monitoring
  • Three-dimensional displays
  • Tracking
  • engagement
  • feedback
  • gamification
  • learning
  • motivation
  • user types
  • virtual world

Cite this

Herbert, Barryl ; Charles, DK ; Adrian, Moore ; Charles, Therese. / An Investigation of Gamification Typologies for Enhancing Learner Motivation. Unknown Host Publication. 2014. pp. 71-78
@inproceedings{f08c2b9426074474b26ac3b8b7fb4b09,
title = "An Investigation of Gamification Typologies for Enhancing Learner Motivation",
abstract = "In this paper we present a new gamified learning system called Reflex which builds on our previous research, placing greater emphasis on variation in learner motivation and associated behaviour, having a particular focus on gamification typologies. Reflex comprises a browser based 3D virtual world that embeds both learning content and learner feedback. In this way the topography of the virtual world plays an important part in the presentation and access to learning material and learner feedback. Reflex presents information to learners based on their curriculum learning objectives and tracks their movement and interactions within the world. A core aspect of Reflex is its gamification design, with our engagement elements and processes based on Marczewski's eight gamification types [1]. We describe his model and its relationship to Bartle's player types [2] as well as the RAMP intrinsic motivation model [3]. We go on to present an analysis of experiments using Reflex with students on two 2nd year Computing modules. Our data mining and cluster analysis on the results of a gamification typology questionnaire expose variation in learner motivation. The results from a comprehensive tracking of the interactions of learners within Reflex are discussed and the acquired tracking data is discussed in context of gamification typologies and metacognitive tendencies of the learners. We discuss correlations in actual learner behaviour to that predicted by gamified learner profile. Our results illustrate the importance of taking variation in learner motivation into account when designing gamified learning systems.",
keywords = "Avatars, Educational institutions, Games, Materials, Monitoring, Three-dimensional displays, Tracking, engagement, feedback, gamification, learning, motivation, user types, virtual world",
author = "Barryl Herbert and DK Charles and Moore Adrian and Therese Charles",
year = "2014",
month = "10",
day = "17",
doi = "10.1109/iTAG.2014.17",
language = "English",
pages = "71--78",
booktitle = "Unknown Host Publication",

}

Herbert, B, Charles, DK, Adrian, M & Charles, T 2014, An Investigation of Gamification Typologies for Enhancing Learner Motivation. in Unknown Host Publication. pp. 71-78, Interactive Technologies and Games (iTAG), 2014 International Conference on, 17/10/14. https://doi.org/10.1109/iTAG.2014.17

An Investigation of Gamification Typologies for Enhancing Learner Motivation. / Herbert, Barryl; Charles, DK; Adrian, Moore; Charles, Therese.

Unknown Host Publication. 2014. p. 71-78.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

TY - GEN

T1 - An Investigation of Gamification Typologies for Enhancing Learner Motivation

AU - Herbert, Barryl

AU - Charles, DK

AU - Adrian, Moore

AU - Charles, Therese

PY - 2014/10/17

Y1 - 2014/10/17

N2 - In this paper we present a new gamified learning system called Reflex which builds on our previous research, placing greater emphasis on variation in learner motivation and associated behaviour, having a particular focus on gamification typologies. Reflex comprises a browser based 3D virtual world that embeds both learning content and learner feedback. In this way the topography of the virtual world plays an important part in the presentation and access to learning material and learner feedback. Reflex presents information to learners based on their curriculum learning objectives and tracks their movement and interactions within the world. A core aspect of Reflex is its gamification design, with our engagement elements and processes based on Marczewski's eight gamification types [1]. We describe his model and its relationship to Bartle's player types [2] as well as the RAMP intrinsic motivation model [3]. We go on to present an analysis of experiments using Reflex with students on two 2nd year Computing modules. Our data mining and cluster analysis on the results of a gamification typology questionnaire expose variation in learner motivation. The results from a comprehensive tracking of the interactions of learners within Reflex are discussed and the acquired tracking data is discussed in context of gamification typologies and metacognitive tendencies of the learners. We discuss correlations in actual learner behaviour to that predicted by gamified learner profile. Our results illustrate the importance of taking variation in learner motivation into account when designing gamified learning systems.

AB - In this paper we present a new gamified learning system called Reflex which builds on our previous research, placing greater emphasis on variation in learner motivation and associated behaviour, having a particular focus on gamification typologies. Reflex comprises a browser based 3D virtual world that embeds both learning content and learner feedback. In this way the topography of the virtual world plays an important part in the presentation and access to learning material and learner feedback. Reflex presents information to learners based on their curriculum learning objectives and tracks their movement and interactions within the world. A core aspect of Reflex is its gamification design, with our engagement elements and processes based on Marczewski's eight gamification types [1]. We describe his model and its relationship to Bartle's player types [2] as well as the RAMP intrinsic motivation model [3]. We go on to present an analysis of experiments using Reflex with students on two 2nd year Computing modules. Our data mining and cluster analysis on the results of a gamification typology questionnaire expose variation in learner motivation. The results from a comprehensive tracking of the interactions of learners within Reflex are discussed and the acquired tracking data is discussed in context of gamification typologies and metacognitive tendencies of the learners. We discuss correlations in actual learner behaviour to that predicted by gamified learner profile. Our results illustrate the importance of taking variation in learner motivation into account when designing gamified learning systems.

KW - Avatars

KW - Educational institutions

KW - Games

KW - Materials

KW - Monitoring

KW - Three-dimensional displays

KW - Tracking

KW - engagement

KW - feedback

KW - gamification

KW - learning

KW - motivation

KW - user types

KW - virtual world

U2 - 10.1109/iTAG.2014.17

DO - 10.1109/iTAG.2014.17

M3 - Conference contribution

SP - 71

EP - 78

BT - Unknown Host Publication

ER -