Tailoring gamified educational systems to users and context

Rodrigues, Luiz

doi:10.11606/t.55.2022.tde-13022023-172407

Cited by 1 publication

(2 citation statements)

References 35 publications

(73 reference statements)

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“…To answer those questions, we first conducted a literature review to understand the personalization methods and empirical evidence available on the topic (Chapter two of the thesis [Rodrigues 2023]). Then, we adopted an iterative method based on four steps.…”

Section: Objectives and Methodsmentioning

confidence: 99%

“…Based on that context, this thesis' main contributions to CE are threefold: i) empirical evidence on which factors moderate gamification's effectiveness; ii) guidance, conceptual, and technological support on how to personalize gamification to user and contextual information simultaneously; and iii) empirical evidence on how our personalization approach affects student motivation and what to expect from it compared to OSFA gamification. We acknowledge that, as with every research, this thesis has a number of limitations that we discuss in Chapter 7 [Rodrigues 2023]. Nevertheless, we believe our contributions are valuable to practitioners and researchers by, respectively, informing the design of gamified practices based on empirical evidence from the CE domain and raising research questions to be addressed in future research, both in the Computing as well as in the overall domain of technology-enhanced learning.…”

Section: Final Remarksmentioning

confidence: 99%

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When Personalized Gamification meets Computing Education: A Multidimensional Approach to Motivate Students to Learn

Rodrigues

Isotani

2023

Anais Do XXXVI Concurso De Teses E Dissertações (CTD 2023)

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Computing Education (CE) is associated with motivational issues, which might lead to poor performance and dropouts. Whereas gamification might tackle motivational issues, it must be personalized to both user and contextual characteristics to achieve its full potential. However, most guidelines for personalizing gamification are limited to a single user dimension, and the few that go beyond that limitation lack empirical evaluations comparing them to the standard, one-size-fits-all (OSFA) approach. Hence, in the context of CE, this thesis developed and validated an approach for personalizing gamification designs of educational systems to contextual and user characteristics. As results, we generated 10 studies, two recommender systems, two datasets, a number of assessments/quizzes on CE, and data analysis plans. Those contributions might solve the issues of OSFA gamification, posing multidimensional personalization of gamification - based on both user and contextual dimensions - as the new state of the art. Furthermore, our empirical evidence reveals a new perspective in which multidimensional personalization might address equity and inclusion issues in gamified learning. Thus, this thesis informs the design of gamified practices and provides research questions and materials for future studies.

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Section: Objectives and Methodsmentioning

confidence: 99%

Section: Final Remarksmentioning

confidence: 99%