Techniques to Motivate Learner Improvement in Game-Based Assessment

Leonardou, Angeliki; Rigou, Maria; Garofalakis, John

doi:10.3390/info11040176

Cited by 11 publications

(5 citation statements)

References 64 publications

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“…Therefore, a motivated learner is the learner “ who wants to achieve a goal and who is willing to invest time and effort in reaching that goal ” (Daskalovska et al, 2012 ) (p.1187). As intrinsic motivation (see paragraph 3.7 for details) is characterized by a learner’s internal desire to perform a task and can only be rewarded with personal satisfaction and enjoyment, it thus derives from the learners and their attitudes toward the topic, their learning goals and aims, their emotions, and their ambitions (Daskalovska et al, 2012 ; Hodges, 2004 ; Leonardou et al, 2020 ). Intrinsic motivation along with learning deriving from fun, autonomy and experiential learning are defined as the main concepts constructing DGBL (Perrotta et al, 2013 ).…”

Section: Related Workmentioning

confidence: 99%

“…Among the typical game design elements, those with the strongest effect on motivation are points, badges, leaderboards, performance graphs, meaningful stories, avatars and teammates (Sailer et al, 2017 ) that also are analytically presented in (Leonardou et al, 2020 ). All these game design elements share strong motivational influence as supported by the self-determination theory (Deci & Ryan, 1985 ; Ryan & Deci, 2000 ).…”

Section: Related Workmentioning

confidence: 99%

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Effect of OSLM features and gamification motivators on motivation in DGBL: pupils' viewpoint

Leonardou

Rigou

Panagiotarou

et al. 2022

Smart Learn. Environ.

Self Cite

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The primary question of this study is whether OLM and OSLM mechanisms, when used in a digital game, offer higher motivation. Furthermore, the study investigates whether a game’s aesthetics and mechanics support players’ intrinsic motivation. Both claims are tested through the design, implementation and pilot use of the Multiplication Game (MG). MG is a digital learning activity that supports pupils in achieving multiplication competence and provides teacher a dashboard to assess and watch own pupils’ performance. The game enriched with gamification elements to engage and motivate participants. Three versions of the game were used by pupils: without any Open Learner Modeling (OLM) support (i.e. without providing access to own progress data), with OLM support and with Open Social Learner Modeling (OSLM) support, to investigate the difference in motivation among these characteristics. After using the MG for a 2-month period, pupils answered a questionnaire anonymously to express their opinion about MG mechanics, MG aesthetics and intrinsic motivation MG can offer. Furthermore, the corresponding teachers were interviewed to provide insights on their attitude towards MG and its functionalities. A statistically significant difference in Intrinsic Motivation (IM) between the three different MG versions was found and a statistically significant difference in MG Aesthetics and Mechanics between the different grades of primary school. Additionally, Intrinsic Motivation was positively correlated with gamification motivators and MG Aesthetics. Participating teachers stated that MG can improve pupils’ multiplication competence and it is worthy of a stable place in the instructional procedure, as it is a means of pupils’ progress tracking and (self-) assessment, as well as a fun way of practicing and developing multiplication skills.

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Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Effect of OSLM features and gamification motivators on motivation in DGBL: pupils' viewpoint

Leonardou

Rigou

Panagiotarou

et al. 2022

Smart Learn. Environ.

Self Cite

View full text Add to dashboard Cite

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“…Notably, numerous studies have proven the efficiency of GBL over traditional learning methods (Platz, 2022;Krath,2021). The use of board games in the education context has proven to have a significant effect on learning, reflecting the achievement of players and the cultivation of intrinsic motivation (Zhang, 2022;Hartt et al, 2020;Leonardou et al, 2020). Instructors are suggested to use GBL to create an effective classroom learning environment (Saleh et al, 2020).…”

Section: Game-based Learningmentioning

confidence: 99%

Enhancing Flipped Classroom with BeeMSee Board Game

Muhammad¹,

Ghani²,

Roslan³

et al. 2022

IJARBSS

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Business Model Canvas (BMC) is an essential topic in Fundamentals of Entrepreneurship. Most students face difficulties in learning BMC because of their lack of conceptual understanding of nine boxes in BMC: customer segments, value propositions, channels, customer relationships, revenue streams, key resources, key activities, key partnerships, and cost structure. To minimise the difficulties, this innovation has introduced BeeMsee as an educational board game for teaching and learning BMC topics in flipped classroom approach. The main objective of this innovation is to provide students with learning materials that increase their understanding and motivation of BMC through a game-based learning approach. This BeeMSee board game is built based on activity theory to provide both fun and learning by facilitating the learning of BMC. It consists of a board, tokens, money, and two types of cards. This innovative BeeMSee board game enables effective collaboration among students, allowing them to contextualise learning within their learning experience and increase their enjoyment simultaneously. It also cultivates students' creativity, critical thinking, communication, and personal and social competencies. They can also prepare questions for the lecturers before coming to the class. Hence, students had more time for discussion during the synchronous learning with the lecturer. This product has the potential to be patented and commercialised. It is aimed at university students and improving the general public's understanding of business decision-making.

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“…In this paper, we conduct a preliminary study of the effectiveness of gamification motivators in the Multiplication Game (MG), an educational game for practicing and assessing multiplication skills of elementary school pupils Garofalakis, 2019, 2020). In its final development phase (Leonardou, Rigou and Garofalakis, 2020;Leonardou et al, 2022), MG incorporated gamification motivators: points (coins), avatar icon, visualization of level achievements (current and previous), NPC characters giving information, children-friendly graphics and sound effects, social comparison and leaderboards. In the current study, gamification motivators in MG are studied with the help of eye-tracking, which provides detailed monitoring and visualization of gaze behavior in the form of fixation (point and duration of visual focus) and saccade sequences.…”

Section: Introductionmentioning

confidence: 99%

An Eye-Tracking Study of GBL Motivators and Learner Behavior

Koutroumani,

Balaskas,

Leonardou

et al. 2023

ECGBL

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Despite the significant positive characteristics game-based learning offers to pupil learning and assessment, preserving pupils’ interest and keeping them engaged in an educational game is still a challenge. To this end, the study and implementation of motivation mechanisms in educational games are considered crucial. Typical examples of motivators in electronic games include points (coins), avatar icons, visualization of achievement levels, NPCs (non-player characters) giving helpful information to users, children-friendly graphics and sound effects, comparison with classmates, and leaderboards. In this paper, we conduct a preliminary study of the effectiveness of these GBL motivators in MG, an educational game for practicing and assessing multiplication skills. The study combined eye-tracking with a short, semi-structured interview session with the four elementary school students that took part in the experiment. Eye-tracking provides detailed monitoring and visualization of gaze behavior in the form of fixation (point and duration of visual focus) and saccade sequences. Given that the way users allocate their visual focus is spontaneous, the data collected and analyzed by eye-tracking are unbiased and give a new spectrum of insight into how users perceive a visual stimulus. In this study, we investigate how users visually respond to the implemented motivators and their visual behavior when deciding between two or more available answers and when given feedback after a wrong answer. The paper discusses useful eye-tracking metrics, provides adequate visualizations of the main findings, and concludes with the ways eye-tracking can help education scientists and practitioners gain a better understanding of the behavior of users of GBL applications and the motivation mechanisms they support.

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Techniques to Motivate Learner Improvement in Game-Based Assessment

Cited by 11 publications

References 64 publications

Effect of OSLM features and gamification motivators on motivation in DGBL: pupils' viewpoint

Effect of OSLM features and gamification motivators on motivation in DGBL: pupils' viewpoint

Enhancing Flipped Classroom with BeeMSee Board Game

An Eye-Tracking Study of GBL Motivators and Learner Behavior

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