Group-based mobile learning: Do group size and sharing mobile devices matter?

Melero, Javier; Hernández‐Leo, Davinia; Manatunga, Kalpani

doi:10.1016/j.chb.2014.11.078

Cited by 58 publications

(38 citation statements)

References 20 publications

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“…More precisely, basic psychological literature demonstrates that individuals are intrinsically motivated to fulfill activities that satisfy their basic psychological needs (Deci and Ryan 2000). However, our results indicate, that intrinsically motivating gamification elements might be more effective because elements such as levels or status clearly visualize the individual progress of LMS users (Melero et al 2015).…”

Section: Rq 22: Which Gamification Elements Would Users Of Lmss Combmentioning

confidence: 67%

“…Furthermore, extrinsic motivation can be stimulated by the avoidance of punishment. With regard to this, gamification elements such as level, goals, status, and leaderboard encourage intrinsic motivation (Attali and Areli-Attali 2015;Hanus and Fox 2015;Melero et al 2015;Passos et al 2011), whereas elements such as points, badges, and virtual goods encourage extrinsic motivation (Attali and Areli-Attali 2015;Bunchball 2010;Hamari 2013). Considering the meaning of motivation, many research studies find positive effects of gamification in motivating system users to regularly use the system (Bedwell et al 2012;Demetrovics et al 2011;Lee et al 2013;Shang and Lin 2013;Sigala 2015).…”

Section: Gamificationmentioning

confidence: 99%

“…A level indicates the progress of a user regarding a certain task or activity. Furthermore, it indicates the proficiency regarding the overall performance in a game over time (Melero et al 2015).…”

Section: Levelmentioning

confidence: 99%

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The Agony of Choice Analyzing User Preferences Regarding Gamification Elements in Learning Management Systems

2016

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Gamification is an approach to motivate users of information systems by implementing game elements. Despite its potentials, the use of gamification in practice has also received criticism because most gamification elements are integrated into systems without considering the preferences of the respective users and without considering contextual aspects. Hence, we aim at identifying which elements users of learning management systems prefer. Furthermore, we want to identify their preferences regarding the amount and combination of gamification elements. To identify user preferences, we conducted a discrete choice task among learning management system users following the best-worst scaling method. Our results show that users prefer a bundle of four gamification elements: level, goals, status, and points. This is especially interesting since popular elements, such as a leaderboard or badges, are not most preferred. This highlights the need to consider user preferences and contextual aspects to ensure a successful implementation of gamification elements.

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Section: Rq 22: Which Gamification Elements Would Users Of Lmss Combmentioning

confidence: 67%

Section: Gamificationmentioning

confidence: 99%

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The Agony of Choice Analyzing User Preferences Regarding Gamification Elements in Learning Management Systems

2016

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“…In the meantime, [152] analyzes the effects of sharing a mobile device within groups and their performance at indoor location-based learning activity. In order to explore such effects, the authors design a game, called "QuesTInSitu: The Game", to support a learning activity in a contemporary art museum.…”

Section: Domain Studiesmentioning

confidence: 99%

A Revision of the Literature Concerned with Mobile, Ubiquitous, and Pervasive Learning: A Survey

Peña-Ayala

Cárdenas

2015

Advances in Intelligent Systems and Computing

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This chapter tailors a perspective of the work fulfilled in three learning research lines, which besides holding many common attributes also tend to converge to shape mobile, ubiquitous, and pervasive sceneries. Such a junction pursues to spread the traditional classroom and distance settings to open environments, as well as use the surrounding physical and digital objects as learning content that is available to learners at anytime, anywhere, and in any way. In sum, a complete learning environment is recreated to provide formal and informal learning to support academic studies, professional training, and lifelong learning. Thus, in this chapter a description of the mobile, ubiquitous, and pervasive learning (MUP-Learning) arena is presented through the selection of a sample of recent and transcendent works that offer from a conceptual contribution, such as models and frameworks, even empirical approaches oriented to specific domains of study. The sample of works is characterized according to a proposed pattern, as well as organized according to a suggested taxonomy. A profile to describe each work is also stated and a series of statistics are presented, as well as an analysis of the arena is provided to understand the potential and challenges related to the MUP-Learning field.

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“…Interaction Elements Bonus performance within the game (Melero et al 2015). A virtual character accompanies a user throughout the use of a system; he is the representation of the user (Christy and Fox 2014).…”

Section: Mechanicsmentioning

confidence: 99%

How to Gamify a Mobile Learning Application A Modularization Approach

et al. 2017

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Countless possibilities of usage make it more and more difficult to engage and motivate users in a regular use of mobile learning applications. However, users must be convinced to complete and explore every given option within the application. Considering this, gamification seems to be a promising approach to engage and motivate users. Gamification refers to the use of game-like elements in a non-entertainment-based context. Regarding previous research, most game design elements are randomly selected and combined. This is why we use modularization to systematically select and combine game design elements. Following the design science approach and the cognitive evaluation theory, we aim to define a new way of gamifying a mobile learning application. We, therefore, present an approach for the combination of game design elements. Contributions will be given by providing guidance in how to systematically select and combine game design elements.

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Group-based mobile learning: Do group size and sharing mobile devices matter?

Cited by 58 publications

References 20 publications

The Agony of Choice Analyzing User Preferences Regarding Gamification Elements in Learning Management Systems

The Agony of Choice Analyzing User Preferences Regarding Gamification Elements in Learning Management Systems

A Revision of the Literature Concerned with Mobile, Ubiquitous, and Pervasive Learning: A Survey

How to Gamify a Mobile Learning Application A Modularization Approach

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