(SNTL #3) Design and Implementation Challenges to an Interactive Social Media Based Learning Environment

Abstract

An Interactive Social Media Based Learning Environment is a software system that provides a classroom environment that leverages social media technologies to enhance the learning experience. A study was done to evaluate the success of this particular interactive social media based learning environment. A survey was given to students in three classes who used the system in order to identify areas where the system design succeeded and areas where it failed. Load testing was done to determine how usage of the system would impact usability and estimate potential congestion issues. These implementation issues were then reviewed to determine what areas need improvement. The survey results indicated that the designs of the chat and awards systems were the areas of greatest concern. Given the potential benefits of game-oriented learning, the failure of the award system is of particular note. The immediate feedback of quiz results and the ability to ask questions anonymously were the greatest successes. The note taking feature was a qualified success. Load testing's most apparent result was that large chat volume rendered chat impractical due to the limited rate at which humans can read and process text. Resolution of the chat issues will require both social adjustments to how such a system is used and technical alterations to limit the incoming rate of chat. The awards system requires a complete rework, both to make the awards more interesting and more appealing and to ensure that the correct behaviors are being motivated. The question system can be enhanced by providing more generic functionality, giving users a way to simply indicate that they have lost track of the lecture instead of forcing them to ask specific questions.

Enhancing Consumer Online Purchase Intention Through Gamification in China: Perspective of Cognitive Evaluation Theory

“…The purpose of gamification is to increase consumer motivation and facilitate consumers' participation in gamification activities through intrinsic and extrinsic motivators, and to provide a pleasant experience (Von Ahn and Dabbish, 2008;Conaway and Garay, 2014;Xi and Hamari, 2020). Reward, competition, autonomy, and absorption are the most common game dynamics in the literature on gamification (Agarwal and Karahanna, 2000;Gottschalg and Zollo, 2007;Liu et al, 2007;Hordemann and Chao, 2012;Kapp, 2012;Mullins and Sabherwal, 2020), these elements must be available in order for gamification to be used (Conaway and Garay, 2014). As a result, consumers are encouraged to further participate in the system (Gottschalg and Zollo, 2007), which ultimately affects purchase intention.…”

“…As an emerging way to attract consumers, gamification is being used in marketing, school education and training, on the Internet, and in related industries (Huang and Cappel, 2005;Silverman, 2011;Hordemann and Chao, 2012;Kankanhalli et al, 2012). In this context, the design of game elements, such as inspiration, competition mechanisms, and shock, is used to increase the value of high enjoyment to attract consumers (Simões et al, 2013;Seaborn and Fels, 2015;Müller-Stewens et al, 2017;Mullins and Sabherwal, 2020).…”

Evaluation of awarding badges on Student’s engagement in Gamified e-learning systems

“…The self-category is the encouragement required by the assessment process to improve upon his existing skills by earning badges, points, and meeting activity schedule norms. The social aspect of achievement is the public display of personal successes that posit the learner against other learners ensued by interaction and collaboration (Hordemann and Chao 2012).…”

“…The course was implemented as an online training program based on the observed theories in the literature. A theoretical gap was identified concerning the implementation of a gamified approach to learning and development, where only about 10% of training and tutoring courses offered implemented gamification (Hordemann and Chao 2012).…”

YouTube: An Effective Web 2.0 Informing Channel for Health Education to Prevent STDs

“…Health educators have recently identified social media as viable health-informing channel for young adults, ages 18-24 (Centers for Disease Control and Prevention [CDC], 2011). These users are already using YouTube and other social media venues for entertainment, social engagement, relaxation, and information exchange (Hordemann & Chao, 2012;Jones & Fox, 2009). Health educators must determine if these users view YouTube and its associated video content as a viable healthinforming channel.…”