A Thematic and Grounded Theory Understanding of Faculty Adoption of Blended Learning in Higher Education

Antwi-Boampong, Ahmed; Freeman, Emmanuel; Muat, Hannah

doi:10.34190/eel.19.112

Cited by 3 publications

(1 citation statement)

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“…Then, the transcripts were edited manually to correct errors, remove identifying information, and ensure that all the speakers were correctly labeled. Key answers and comments were extracted and analyzed using deductive and inductive thematic approaches [64][65][66]. The ratings for the different gamification elements provided by participants were noted and compiled.…”

Section: Discussionmentioning

confidence: 99%

Identifying Potential Gamification Elements for A New Chatbot for Families With Neurodevelopmental Disorders: User-Centered Design Approach

et al. 2022

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Background Chatbots have been increasingly considered for applications in the health care field. However, it remains unclear how a chatbot can assist users with complex health needs, such as parents of children with neurodevelopmental disorders (NDDs) who need ongoing support. Often, this population must deal with complex and overwhelming health information, which can make parents less likely to use a software that may be very helpful. An approach to enhance user engagement is incorporating game elements in nongame contexts, known as gamification. Gamification needs to be tailored to users; however, there has been no previous assessment of gamification use in chatbots for NDDs. Objective We sought to examine how gamification elements are perceived and whether their implementation in chatbots will be well received among parents of children with NDDs. We have discussed some elements in detail as the initial step of the project. Methods We performed a narrative literature review of gamification elements, specifically those used in health and education. Among the elements identified in the literature, our health and social science experts in NDDs prioritized five elements for in-depth discussion: goal setting, customization, rewards, social networking, and unlockable content. We used a qualitative approach, which included focus groups and interviews with parents of children with NDDs (N=21), to assess the acceptability of the potential implementation of these elements in an NDD-focused chatbot. Parents were asked about their opinions on the 5 elements and to rate them. Video and audio recordings were transcribed and summarized for emerging themes, using deductive and inductive thematic approaches. Results From the responses obtained from 21 participants, we identified three main themes: parents of children with NDDs were familiar with and had positive experiences with gamification; a specific element (goal setting) was important to all parents, whereas others (customization, rewards, and unlockable content) received mixed opinions; and the social networking element received positive feedback, but concerns about information accuracy were raised. Conclusions We showed for the first time that parents of children with NDDs support gamification use in a chatbot for NDDs. Our study illustrates the need for a user-centered design in the medical domain and provides a foundation for researchers interested in developing chatbots for populations that are medically vulnerable. Future studies exploring wide range of gamification elements with large number of potential users are needed to understand the impact of gamification elements in enhancing knowledge mobilization.

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Section: Discussionmentioning

confidence: 99%

Identifying Potential Gamification Elements for A New Chatbot for Families With Neurodevelopmental Disorders: User-Centered Design Approach

et al. 2022

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Identifying Potential Gamification Elements for A New Chatbot for Families with Neurodevelopmental Disorders: A User-Centred Design Approach (Preprint)

Bui¹,

Pohl²,

Rosenfelt³

et al. 2021

Preprint

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BACKGROUND Chatbots have been increasingly considered for applications in the health and social care fields. Currently, it remains unclear how a chatbot could engage users coping with complex health needs, such as parents of individuals with neurodevelopmental disorders (NDDs), who often need frequent and ongoing support. One approach to enhancing user engagement is the use of game elements in non-game contexts, known as gamification. To be effective, gamification needs to be tailored to users. OBJECTIVE We sought to identify which gamification elements would be the most useful in a chatbot that focuses on supporting families of children and youths with NDDs. METHODS We performed a narrative literature review of gamification elements and their current implementation. We then used a qualitative approach, which included a series of focus groups and interviews with caregivers of individuals with NDDs (N = 21) to identify potential gamification elements that could be well-suited for a chatbot focused on NDDs. Transcripts were analyzed for emerging themes. RESULTS From our 21 participants, we identified 3 main themes: 1) parents of individuals with NDDs were familiar and had positive experiences with gamification; 2) specific gamification element (goal setting) was considered an important feature for a chatbot for NDDs, whereas others (customization, rewards, and unlockable content) received more mixed opinions; and 3) although social networking was viewed positively, it is a complex feature to implement due to the pertaining issue of medical fact-checking. CONCLUSIONS We show for the first time that prospective users (parents of individuals with NDDs) support the use of gamification in a chatbot for NDDs. Our study illustrates the importance of adopting a user-centred design when deciding which gamification elements to include, as some commonly used elements were perceived negatively by this specific group of users.

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Transitional Challenges in Technology Adoption among Academic Communities in Indian Higher Education Institutions

Elangovan¹,

Yeon²,

Perumbilly³

et al. 2021

Journal of International Technology and Information Management

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A Thematic and Grounded Theory Understanding of Faculty Adoption of Blended Learning in Higher Education

Cited by 3 publications

References 0 publications

Identifying Potential Gamification Elements for A New Chatbot for Families With Neurodevelopmental Disorders: User-Centered Design Approach

Identifying Potential Gamification Elements for A New Chatbot for Families With Neurodevelopmental Disorders: User-Centered Design Approach

Identifying Potential Gamification Elements for A New Chatbot for Families with Neurodevelopmental Disorders: A User-Centred Design Approach (Preprint)

Transitional Challenges in Technology Adoption among Academic Communities in Indian Higher Education Institutions

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