Social Personalized Adaptive E-Learning Environment: Topolor - Implementation and Evaluation

Lecture Notes in Computer Science

Cristea

2016

Self Cite

(2016) 'Motivational gamication strategies rooted in self-determination theory for social adaptive E-Learning. ', in Intelligent Tutoring Systems, 13th International Conference, ITS 2016, Zagreb, Croatia, June 7-10, 2016 Further information on publisher's website:http://dx.doi.org/10.1007/978-3-319-39583-8 3 2Publisher's copyright statement:The nal publication is available at Springer via http://dx.doi.org/10.1007/978-3-319-39583-832Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Copies of full items can be used for personal research or study, educational, or not-for profit purposes without prior permission or charge. Provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. Publisher's statement:"The final publication is available at Springer via http://dx.doi.org/10.1007/978-3-319-39583-8_32 A note on versions:The version presented here may differ from the published version or, version of record, if you wish to cite this item you are advised to consult the publisher's version. Please see the 'permanent WRAP url' above for details on accessing the published version and note that access may require a subscription. Abstract. This study uses gamification as the carrier of understanding the motivational benefits of applying the Self-Determination Theory (SDT) in social adaptive e-learning, by proposing motivational gamification strategies rooted in SDT, as well as developing and testing these strategies. Results show high perceived motivation amongst the students, and identify a high usability of the implementation, which supports the applicability of the proposed approach.

Section: Self-determination Theory (Sdt)mentioning

confidence: 99%

Motivational Gamification Strategies Rooted in Self-Determination Theory for Social Adaptive E-Learning

Lecture Notes in Computer Science

Cristea

2016

Self Cite

“…It has been evaluated from different perspectives [3]. This paper focuses on the evaluation of social interaction features with the help of 21 MSc students.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of Social Interaction Features in Topolor - A Social Personalized Adaptive E-Learning System

2013 IEEE 13th International Conference on Advanced Learning Technologies

Stepanyan

Qudah

et al. 2013

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Copies of full items can be used for personal research or study, educational, or not-forprofit purposes without prior permission or charge. Provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. A note on versions:The version presented here may differ from the published version or, version of record, if you wish to cite this item you are advised to consult the publisher's version. Please see the 'permanent WRAP url' above for details on accessing the published version and note that access may require a subscription.For more information, please contact the WRAP Team at: publications@warwick.ac.uk Evaluation of Social Interaction Features in Topolor -A Social Personalized Adaptive E-Learning SystemLei Shi, Karen Stepanyan, Dana Al Qudah, Alexandra I. Cristea Department of Computer ScienceThe University of Warwick Coventry CV4 7AL, UK {lei.shi, kstepanyan, dqudah, acristea}@dcs.warwick.ac.uk Abstract-here we present a case study that analyses the social interaction features in Topolor, an adaptive personalized social e-learning system. This paper focuses on the evaluation of the perceived usefulness and usability. The results show a considerably high satisfaction of the students. We discuss the evaluation results and outline the plan for improvement.

“…This section presents the new gamification features introduced into the second version of Topolor [16], a social e-learning environment, guided by the proposed strategies. Structured and Chunked Goals with Increasing Challenges.…”

Section: Applying the Contextual Gamification Strategiesmentioning

confidence: 99%

Contextual Gamification of Social Interaction – Towards Increasing Motivation in Social E-learning

Lecture Notes in Computer Science

Cristea

Hadžidedić

et al. 2014

Self Cite

Abstract.In current e-learning studies, one of the main challenges is to keep learners motivated in performing desirable learning behaviours and achieving learning goals. Towards tackling this challenge, social e-learning contributes favourably, but it requires solutions that can reduce side effects, such as abusing social interaction tools for 'chitchat', and further enhance learner motivation. In this paper, we propose a set of contextual gamification strategies, which apply flow and self-determination theory for increasing intrinsic motivation in social e-learning environments. This paper also presents a social e-learning environment that applies these strategies, followed by a user case study, which indicates increased learners' perceived intrinsic motivation.