Effect of OSLM features and gamification motivators on motivation in DGBL: pupils' viewpoint

Abstract

The primary question of this study is whether OLM and OSLM mechanisms, when used in a digital game, offer higher motivation. Furthermore, the study investigates whether a game’s aesthetics and mechanics support players’ intrinsic motivation. Both claims are tested through the design, implementation and pilot use of the Multiplication Game (MG). MG is a digital learning activity that supports pupils in achieving multiplication competence and provides teacher a dashboard to assess and watch own pupils’ performance. The game enriched with gamification elements to engage and motivate participants. Three versions of the game were used by pupils: without any Open Learner Modeling (OLM) support (i.e. without providing access to own progress data), with OLM support and with Open Social Learner Modeling (OSLM) support, to investigate the difference in motivation among these characteristics. After using the MG for a 2-month period, pupils answered a questionnaire anonymously to express their opinion about MG mechanics, MG aesthetics and intrinsic motivation MG can offer. Furthermore, the corresponding teachers were interviewed to provide insights on their attitude towards MG and its functionalities. A statistically significant difference in Intrinsic Motivation (IM) between the three different MG versions was found and a statistically significant difference in MG Aesthetics and Mechanics between the different grades of primary school. Additionally, Intrinsic Motivation was positively correlated with gamification motivators and MG Aesthetics. Participating teachers stated that MG can improve pupils’ multiplication competence and it is worthy of a stable place in the instructional procedure, as it is a means of pupils’ progress tracking and (self-) assessment, as well as a fun way of practicing and developing multiplication skills.

Development of the Engagement Playability and User eXperience (EPUX) Metric for 2D-Screen and VR Serious Games: A Case-Study Validation of Hellblade: Senua’s Sacrifice

“…Consequently, the appearance of game components will be quantified in every action as the game progresses, as highlighted in the DDE framework [30]. In this way, the capacity of serious games to engage players with the objective can be measured [40,41]. Nevertheless, the MDA framework lacks an essential aspect to allow the player to interact and engage with the gameplay.…”

An Eye-Tracking Study of GBL Motivators and Learner Behavior

“…In this paper, we conduct a preliminary study of the effectiveness of gamification motivators in the Multiplication Game (MG), an educational game for practicing and assessing multiplication skills of elementary school pupils Garofalakis, 2019, 2020). In its final development phase (Leonardou, Rigou and Garofalakis, 2020;Leonardou et al, 2022), MG incorporated gamification motivators: points (coins), avatar icon, visualization of level achievements (current and previous), NPC characters giving information, children-friendly graphics and sound effects, social comparison and leaderboards. In the current study, gamification motivators in MG are studied with the help of eye-tracking, which provides detailed monitoring and visualization of gaze behavior in the form of fixation (point and duration of visual focus) and saccade sequences.…”