Adaptive Gamification for Learning Environments

Autor/inn/en	Lavoue, Elise; Monterrat, Baptiste; Desmarais, Michel; George, Sebastien
Titel	Adaptive Gamification for Learning Environments
Quelle	In: IEEE Transactions on Learning Technologies, 12 (2019) 1, S.16-28 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lavoue, Elise) ORCID (George, Sebastien)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-1382
DOI	10.1109/TLT.2018.2823710
Schlagwörter	Educational Games; Educational Environment; Learner Engagement; Time on Task; Learning Motivation; Program Implementation; Electronic Learning; Computer Assisted Instruction; Web Based Instruction; Adult Learning; Adults; Time Factors (Learning) + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Zeitaufwand; Motivation for studies; Lernmotivation; Computer based training; Computerunterstützter Unterricht; Web Based Training; Adulte education; Adult training; Erwachsenenbildung
Abstract	In spite of their effectiveness, learning environments often fail to engage users and end up under-used. Many studies show that gamification of learning environments can enhance learners' motivation to use learning environments. However, learners react differently to specific game mechanics and little is known about how to adapt gaming features to learners' profiles. In this paper, we propose a process for adapting gaming features based on a player model. This model is inspired from existing player typologies and types of gamification elements. Our approach is implemented in a learning environment with five different gaming features, and evaluated with 266 participants. The main results of this study show that, amongst the most engaged learners (i.e., learners who use the environment the longest), those with adapted gaming features spend significantly more time in the learning environment. Furthermore, learners with features that are not adapted have a higher level of amotivation. These results support the relevance of adapting gaming features to enhance learners' engagement, and provide cues on means to implement adaptation mechanisms. (As Provided).
Anmerkungen	Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=4620076
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01