Discovery-based games for learning software

Dong, Tao; Dontcheva, Mira; Joseph, Diana; Karahalios, Karrie; Newman, Mark; Ackerman, Mark S.

doi:10.1145/2207676.2208358

Cited by 72 publications

(48 citation statements)

References 5 publications

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“…Fully qualitative studies were in the minority [34,28]. These reviews indicated that current gamification research focuses on usage data and inferring user behavior, without paying enough attention to the actual users and their experience.…”

Section: Methodsmentioning

confidence: 99%

“…Zichermann and Cunningham [8] proposed that gamification could be used to control behavior by replacing internal motivations with extrinsic rewards, but that "once you start giving someone a reward, you have to keep them in that reward loop forever." Other negative outcomes have also been discovered, such as the effects of increased competition between learners [26], and difficulties of designing and evaluating tasks for educators [28,31].…”

Section: Gamification Practices In Educationmentioning

confidence: 99%

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Cogent: Case Study of Meaningful Gamification in Education with Virtual Currency

Yang

Burton

Vorvoreanu

et al. 2015

Int. J. Emerg. Technol. Learn.

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Abstract-This paper analyzes students' experience with Cogent, a virtual economy system used throughout the 4 years of a B.S. degree in a Technology major. The case study explains the rules of the Cogent system and investigates its effectiveness to motivate students to learn. Using focus groups and interviews, we collected qualitative data from students about their experience and perceptions of Cogent. The results indicate that Cogent played an encouraging and motivational role for these students and suggest potential for the successful design and implementation of meaningful gamification systems to promote student motivation and engagement within an educational context.

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Section: Methodsmentioning

confidence: 99%

Section: Gamification Practices In Educationmentioning

confidence: 99%

Cogent: Case Study of Meaningful Gamification in Education with Virtual Currency

Yang

Burton

Vorvoreanu

et al. 2015

Int. J. Emerg. Technol. Learn.

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“…However, if the entries are not correct, the simulation software makes the correction by showing a demo of the steps need to be completed, or points to the location where the demo can be reviewed. Dong et al (2012) noted the following about using tutorials for learning: "Tutorials are a popular form of help content, as they offer step-by-step instructions for how to accomplish a task. But step-by-step demonstrations do not encourage deep understanding and do not facilitate transfer of skills to new contexts" (p. 2083).…”

Section: Using Guided Software Simulation As a Startupmentioning

confidence: 99%

Using Office Simulation Software in Teaching Computer Literacy Using Three Sets of Teaching/Learning Activities

Ali

Wibowo

2016

IISIT

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The most common course delivery model is based on teacher (knowledge provider) -student (knowledge receiver) relationship. The most visible symptom of this situation is over-reliance on textbook's tutorials. This traditional model of delivery reduces teacher flexibility, causes lack of interest among students, and often makes classes boring. Especially this is visible when teaching Computer Literacy courses. Instead, authors of this paper suggest a new active model which is based on MS Office simulation. The proposed model was discussed within the framework of three activities: guided software simulation, instructor-led activities, and self-directed learning activities. The model proposed in the paper of active teaching based on software simulation was proven as more effective than traditional.

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“…To address this growing need for in-context help, some researchers have built interactive tutorial systems that lead users through tasks one step at a time [2,17], while oth ers have used game mechanics to incentivize users to keep learning [15,7]. Games are not only useful for learning but also for crowdsourcing.…”

Section: Related Workmentioning

confidence: 99%

Combining crowdsourcing and learning to improve engagement and performance

Dontcheva

Morris²,

Brandt

et al. 2014

Proceedings of the SIGCHI Conference on Human Factors in Computing Systems

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Crowdsourcing complex creative tasks remains difficult, in part because these tasks require skilled workers. Most crowdsourcing platforms do not help workers acquire the skills nec essary to accomplish complex creative tasks. In this paper, we describe a platform that combines learning and crowdsourc ing to benefit both the workers and the requesters. Workers gain new skills through interactive step-by-step tutorials and test their knowledge by improving real-world images submit ted by requesters. In a series of three deployments spanning two years, we varied the design of our platform to enhance the learning experience and improve the quality of the crowd work. We tested our approach in the context of LevelUp for Photoshop, which teaches people how to do basic photograph improvement tasks using Adobe Photoshop. We found that by using our system workers gained new skills and produced high-quality edits for requested images, even if they had little prior experience editing images.

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Discovery-based games for learning software

Cited by 72 publications

References 5 publications

Cogent: Case Study of Meaningful Gamification in Education with Virtual Currency

Cogent: Case Study of Meaningful Gamification in Education with Virtual Currency

Using Office Simulation Software in Teaching Computer Literacy Using Three Sets of Teaching/Learning Activities

Combining crowdsourcing and learning to improve engagement and performance

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