Gamification and User eXperience for make the learning experience better
DOI:
https://doi.org/10.5944/ried.19.2.15748Keywords:
Educational game, user, educational innovation, user profile, motivationAbstract
In studies such as ICT engineering programs, a transversal and compulsory subject is taught to all students. This subject is one, which activates the creativity and the critical capacity of the student, given that the majority of the students come from a more technological background. Gamification forms part of the Design and Usability 1 course. It has been designed and evaluated to be used repeatedly in the methodology and changes have been applied which have improved its design and its application with students. Gamification is based mainly on respecting the course content: communication, graphic design and usability and user experience to be taken into consideration in the mechanisms of applied games. After the gamification in the 2013-14 course, students were surveyed on the user experience evaluation techniques in order to obtain data on both the academic content and the positive and negative points of the mechanisms applied. These surveys were compared to the academic results of the students in the both the semester and final exams. This article shows the changes introduced in the design methodology, its evaluation and the consequent results. The question to be asked is: have the improvements made to the program improved the results?
Downloads
References
Brophy, J. (2004). Motivating students to learn. Mahwah, Nueva Jersey: Lawrence Erlbaum Associates.
Deterding, S., Sicart, M., Nacke, L., O’Hara, K., & Dixon, D. (2011, Mayo). Gamification: Using Game Design Elements in Non-Gaming Contexts. Workshop at CHI. Vancouver, BC, Canadá.
Fructuoso, I. N. (2015). How Millennials are changing the way we learn: the state of the art or ICT integration in education. RIED, Revista Iberoamericada de Educación a Distancia, 18(1), 45-65.
GameWise. (2014). GameWise. Retrieved diciembre 2015, from http://game-wise.eu/
Gauntlett, D. (2007). Creative Explorations: New Approaches to Identities and Audiences. Routledge.
Guidano, V. (1989). Constructivist psychotherapy: A theoretical framework. In Neimeyer, R. A., Mahoney, M. J. (Eds.): Constructivism in Psychotherapy. Cambridge: Cambridge University Press.
Hamari, J. (2015). Do badges increase user activity? A field experiment on effects of gamification. Computers in human behavior.
Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2015). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior.
Harlen, R. D. (2003). Testing and Motivation for Learning. Assessment in Education, 10(2), 169-207.
Howe, N., Strauss, W., & Matson, R. (2000). Millennials Rising: The Next Great Generation. NuevaYork: Vintage Books.
Jensen, B. G. (2004). The role of the artifact in participatory design research. In Design communication. 3rd Nordcode Seminar&Workshop. Lyngby-Dinamarca.
Jorgensen, D. (1989). Participant Observation: A Methodology For Human Studies. Newbury Park, CA: Sage Publications.
Kapp, K. M. (2012). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. Estados Unidos: Pfeiffer.
Krug, S. (2006). No me hagas pensar. Madrid: Pearson educación.
Kühn, S., Gleich, T., Lorenz, R., Lindenberger, U., & G., G. (2014). Playing Super Mario induces structural brain plasticity: gray matter changes resulting from training with a commercial video. Molecular Psychiatry, 19, 265271.(19), 265-271.
Labrador, E., & Villegas, E. (2014). Fun Experience Design Applied to Learning. ICEILT. Barcelona.
Landers, R. N., & Bauer, K. (2015). Gamification of task performance with leaderboards: A goal setting experiment. Computers in Human Behavior.
Landers, R. N., & Landers, A. K. (2015). An Empirical Test of the Theory of Gamified Learning: The Effect of Leaderboards on Time-on-Task and Academic Performance. Simulation and Gaming, 769-785.
Lee, J. J., & Hamme, J. (2011). Gamification in Education: What, How, Why Bother? Retrieved diciembre 2015, from http://www.academia.edu/570970/Gamification_in_Education_What_How_Why_Bother
Mekler, E. D., Brühlmann, F., Tuch, A. N., & Opwis, K. (2015). Towards understanding the effects of individual gamification elements on intrinsic motivation and performance. Computers in Human Behavior.
Neimeyer, R. A. (1995). Features, foundations and future directions. In Neimeyer, R. A., Mahoney, M. J. (Eds.): Constructivism in Psychotherapy. Washington: American Psychological Association.
Pifarré, M., Sorribas, X., & Villegas, E. (2009). BLA (Bipolar Laddering) Applied to YouTube. Performing Postmodern Psychology Paradigms in User Experience Field. In Advances technologies. Kankesu Jayanthakumaran.
Sanders, E. (2005). Information, Inspiration and Co-creation. In Proceeding of the 6th International Conference of the European Academy of Design. Bremen, University of the Arts.
Sanders, E. (2005). Information, Inspiration and Co-creation. In Proceeding of the 6th International Conference of the European Academy of Design. Bremen, University of the Arts.
Schell, J. (2008). The art of game design. A book of lenses. Amstermam/Boston: Elsevier/ Morgan Kaufmann.
Seaborn, K., & DeborahI.Fels. (2015). Gamification intheoryandaction:Asurvey. Int. J.Human-ComputerStudies.
Smith-Robbins, S. (2011). This Game Sucks: How to Improve the Gamification of Education. EDUCAUSE Review, 467(1), 58-59.
Valderrama, B. (2010). Motivacion inteligente. Prentice-Hall.
Young, S. (2013). Classcraft. Make learning an adventure. Retrieved diciembre 2014, from http://www.classcraft.com/es/
Published
How to Cite
Issue
Section
License
Copyright (c) 2016 RIED. Revista Iberoamericana de Educación a Distancia
This work is licensed under a Creative Commons Attribution 4.0 International License.
The articles that are published in this journal are subject to the following terms:
1. The authors grant the exploitation rights of the work accepted for publication to RIED, guarantee to the journal the right to be the first publication of research understaken and permit the journal to distribute the work published under the license indicated in point 2.
2. The articles are published in the electronic edition of the journal under a Creative Commons Attribution 4.0 International (CC BY 4.0) license. You can copy and redistribute the material in any medium or format, adapt, remix, transform, and build upon the material for any purpose, even commercially. You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
3. Conditions for self-archiving. Authors are encouraged to disseminate electronically the OnlineFirst version (assessed version and accepted for publication) of its articles before publication, always with reference to its publication by RIED, favoring its circulation and dissemination earlier and with this a possible increase in its citation and reach among the academic community.
