Persuasive technology: Applications in education

Devincenzi, Sam; Kwecko, Viviani; Tolêdo, Fernando Pereira de; Mota, Fernanda P.; Casarin, Jonas; Botelho, Silvia Silva da Costa

doi:10.1109/fie.2017.8190439

Cited by 14 publications

(10 citation statements)

References 59 publications

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“…Therefore, there is a need to incorporate technological advances in a critical and democratic manner (Hayashi, 1990). Designing instructional media is noteworthy if persuasive technology is incorporated into the design strategy, so that it is capable of changing a person's behavior (Consolvo et al, 2009;Devincenzi et al, 2017). This study aims to provide knowledge that supports the development of executive functions through creating financial literacy learning media based on augmented reality (AR) technology.…”

Section: Introductionmentioning

confidence: 99%

Developing a Financial Literacy Storybook for Early Childhood in an Augmented Reality Context

et al. 2022

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This study aims to develop and test the effectiveness of a financial literacy storybook based on augmented reality (AR) as an executive function-building intervention for early-age children. Executive functions are the cognitive abilities underlying such tasks as focusing on long-term goals, delaying gratification and impulse self-control. The method is research and development using the ADDIE (analysis, design, development, implementation, and evaluation) model. This learning media produced a positive response among the users. Children perceive the story's attractiveness was good, while the 3D images and activity in the storybook were very good. This study also measures the effectiveness of a storybook based on AR in improving the understanding of financial literacy using a pre and post-test design. The results show that knowledge of honesty, discipline and money management increased significantly. In addition, there is a marginally significant increase in the aspects of delay gratification, saving goals and responsibility.

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Section: Introductionmentioning

confidence: 99%

Developing a Financial Literacy Storybook for Early Childhood in an Augmented Reality Context

et al. 2022

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“…The evaluation of several learning programs developed based on the persuasive design (PD) techniques has shown to positively influence learners with higher motivation and engagement leading them to adopt the targeted behavior (Barari et al, 2020;Devincenzi et al, 2017).…”

Section: Applications Of Persuasive Design Techniquesmentioning

confidence: 99%

Applying persuasive techniques in an online learning environment: A mixed-method study

Krishnamoorthy

Merchant

2023

PEDAGOGICAL RES

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Persuasion is inherent to the instructional process. Instructions delivered through online programs do not always generate expected and consistent learning outcomes, and hence persuasion in online instructional design is even more critical. Through this mixed-method study, we aim to identify the most widely used persuasive design techniques, the challenges limiting their applications, and their implications. Furthermore, this paper discusses the recommendations of new persuasive techniques put forth by Instructional Designers.

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“…PT additionally has potential within the educational field, aiding students' engagement with their learning. However, its use is still relatively new in this field (Behringer et al 2013;Burri Gram-Hansen and Ryberg 2013;Devincenzi et al 2017;Fogg 2003;Mintz and Aagaard 2012;Ng et al 2016).…”

Section: Persuasive Technologymentioning

confidence: 99%

Participatory design of persuasive technology in a blended learning course: A qualitative study

et al. 2020

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Whereas blended learning can deliver several benefits to students in higher education, their achievement depends on how exactly it is designed. A participatory design is recommendable to try to meet the needs of all stakeholders. The Persuasive System Design-model can be used to motivate students during the online part of the course. In the design there has to be an optimal blend between the different parts of the course. A participatory design is used to design a blended learning course of autobiographical reflection for second year social work students. The blended course was developed in six meetings with a working group, including all stakeholders (students, teachers, instructional designers, educational experts and professionals). Almost all techniques of the first three categories of the PSD-model were used in the design of the blended course. None of the techniques of the fourth category 'Social Support' of the PSD-model were used, mostly because they touch on the personal process of autobiographical reflection. It was considered helpful for teachers to have a protocol that assists them in blending the different parts and this in turn could stimulate students to be engaged in the different parts of the blended learning course. In this study, we found that the participatory design approach may lead to an engaging blended learning course that encourages the use of persuasive technology with an optimal focus on content, target group, context and ethical aspects of the blended course. We suggest adding a new fifth category 'Blended Learning Support'.

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Persuasive technology: Applications in education

Cited by 14 publications

References 59 publications

Developing a Financial Literacy Storybook for Early Childhood in an Augmented Reality Context

Developing a Financial Literacy Storybook for Early Childhood in an Augmented Reality Context

Applying persuasive techniques in an online learning environment: A mixed-method study

Participatory design of persuasive technology in a blended learning course: A qualitative study

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