Evaluating a tactile and a tangible multi-tablet gamified quiz system for collaborative learning in primary education

Abstract

Gamification has been identified as an interesting technique to foster collaboration in educational contexts. However, there are not many approaches that tackle this in primary school learning environments. The most popular technologies in the classroom are still traditional video consoles and desktop computers, which complicate the design of collaborative activities since they are essentially mono-user. The recent popularization of handheld devices such as tablets and smartphones has made it possible to build affordable, scalable, and improvised collaborative gamified activities by creating a multi-tablet environment. In this paper we present Quizbot, a collaborative gamified quiz application to practice different subjects, which can be defined by educators beforehand. Two versions of the system are implemented: a tactile for tablets laid on a table, in which all the elements are digital; and a tangible in which the tablets are scattered on the floor and the components are both digital and physical objects. Both versions of Quizbot are evaluated and compared in a study with eighty primary-schooled children in terms of user experience and quality of collaboration supported. Results indicate that both versions of Quizbot are essentially equally fun and easy to use, and can effectively support collaboration, with the tangible version outperforming the other one with respect to make the children reach consensus after a discussion, split and parallelize work, and treat each other with more respect, but also presenting a poorer time management.

Students’ Satisfaction with Interactive Forms of Training with Elements of Gamification

“…Important factors in the formation of favorable conditions for the successful implementation of higher education programs are as follows: timely improvement of the education system [5], successful implementation of personnel policy that would satisfy employees and students of HEIs [6,7], improvement of personnel training [8], conflict-free interpersonal relationships [9], teachers' motivation [10], etc. In recent decades, the elements of gamification have been widely used in psychology [11,12], education [13,14], business [15], marketing, social networks [16], health care service [17,18] and in other areas. In marketing practice, gamification is used to influence the behavior of consumers and increase the interest of buyers (consumers) in a particular product or service [19].…”

Collaborative behavior, performance and engagement with visual analytics tasks using mobile devices

“…example, students as a group could complete a task by simply interacting with their own device since all the interactions could happen within one single virtual space. Such an approach has been well received by teachers and students because it can lead to a general improvement in students' learning outcomes [17].…”

Tangibot: A collaborative multiplayer game for pediatric patients

“…However, although Computer Supported Collaborative Play (CSCP) techniques have been evaluated in schools [9], few studies have analyzed how these strategies can be implemented in a children's ward or how they could benefit socialization possibilities and the children's general wellbeing. This paper describes a study on how CSCP can be applied in a pediatric context by implementing a prototype collaborative game and analyses its impact on children's communication strategies.…”