An Innovative Multi-Layer Gamification Framework for Improved STEM Learning Experience

Zhao, Dan; Playfoot, Jim; Nicola, Carmine De; Guarino, Giuseppe; Bratu, Marilena; Salvadore, F. Di; Muntean, Gabriel‐Miro

doi:10.1109/access.2021.3139729

Cited by 23 publications

(16 citation statements)

References 15 publications

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“…Duggal et al ( 2021 ) An intelligent open-ended (irrespective of course and the program being studied) gamified framework based on machine learning 12. Zhao et al ( 2022 ) An innovative gamification framework, called the NEWTON-enhanced gamification model (N-EGM), which was designed as part of the European Horizon 2020 project NEWTON 13. Lavoué et al ( 2019 ) A design process for adapting gaming features to learners’ player types based on a player model inspired from existing player typologies (this study used the BrainHex typology) and types of gamification elements.…”

Section: Results Of the Searchmentioning

confidence: 99%

Gamification of e-learning in higher education: a systematic literature review

Khaldi

Bouzidi

Nader

2023

Smart Learn. Environ.

119

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In recent years, university teaching methods have evolved and almost all higher education institutions use e-learning platforms to deliver courses and learning activities. However, these digital learning environments present significant dropout and low completion rates. This is primarily due to the lack of student motivation and engagement. Gamification which can be defined as the application of game design elements in non-game activities has been used to address the issue of learner distraction and stimulate students’ involvement in the course. However, choosing the right combination of game elements remains a challenge for gamification designers and practitioners due to the lack of proven design approaches, and there is no one-size-fits-all approach that works regardless of the gamification context. Therefore, our study focused on providing a comprehensive overview of the current state of gamification in online learning in higher education that can serve as a resource for gamification practitioners when designing gamified systems. In this paper, we aimed to systematically explore the different game elements and gamification theory that have been used in empirical studies; establish different ways in which these game elements have been combined and provide a review of the state-of-the-art of approaches proposed in the literature for gamifying e-learning systems in higher education. A systematic search of databases was conducted to select articles related to gamification in digital higher education for this review, namely, Scopus and Google Scholar databases. We included studies that consider the definition of gamification as the application of game design elements in non-game activities, designed for online higher education. We excluded papers that use the term of gamification to refer to game-based learning, serious games, games, video games, and those that consider face-to-face learning environments. We found that PBL elements (points, badges, and leaderboards), levels, and feedback and are the most commonly used elements for gamifying e-learning systems in higher education. We also observed the increasing use of deeper elements like challenges and storytelling. Furthermore, we noticed that of 39 primary studies, only nine studies were underpinned by motivational theories, and only two other studies used theoretical gamification frameworks proposed in the literature to build their e-learning systems. Finally, our classification of gamification approaches reveals the trend towards customization and personalization in gamification and highlights the lack of studies on content gamification compared to structural gamification.

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Section: Results Of the Searchmentioning

confidence: 99%

Gamification of e-learning in higher education: a systematic literature review

Khaldi

Bouzidi

Nader

2023

Smart Learn. Environ.

119

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“…Para esta pregunta los autores [4], proponen un marco de gamificación innovador que se incorpora en un "Learning Management Systems" (LMS) y se presenta el modelo "NEWTON-Enhanced Gamification Model (N-EGM). N-EGM combina elementos de juego con elementos de socialización.…”

Section: Referencias Personas Conocimiento Procesos Tecnologíaunclassified

“…Más allá de esto, actualmente se ve a la gamificación como una nueva vía de investigación para emplearla en la educación. Al considerar la gamificación en un contexto de aprendizaje, el interés es explorar cómo las ideas de acumular puntos, establecer y alcanzar objetivos, trabajar en equipos competitivos y recibir recompensas, se puede utilizar como un mecanismo para estimular la participación de los estudiantes e impulsar el logro de los objetivos de aprendizaje [4].…”

Section: Introductionunclassified

Gamificación para la Innovación de la Educación: Una Revisión Sistemática de la Literatura

Cáceres Hidalgo,

Freire Aillón

2023

Perspectivas

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La gamificación nace como una herramienta de innovación educativa con la finalidad de mejorar las competencias en la educación. En este trabajo se propone llevar a cabo una revisión sistemática de la literatura sobre la gamificación para la innovación educativa centrándose en investigaciones que hayan explorado los efectos de la gamificación en estudiantes de secundaria y universitarios. Se utilizó el método de Kitchenham & Carters con el planteamiento de tres preguntas directrices, en base a aspectos como enfoques, metodologías y aportes al proceso enseñanza-aprendizaje. Como resultado se identificaron 26 documentos, bajo los criterios de inclusión y exclusión, se evaluaron e interpretaron los hallazgos en la bibliografía científica que se encontró en las bases de datos electrónicas IEEE, Springer y ScienceDirect de los últimos 5 años. Los resultados apuntan a que la gamificación es una herramienta valiosa para la innovación educativa puesto que aumenta la motivación, el compromiso, el aprendizaje activo, la retroalimentación inmediata, la colaboración y la personalización.

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“…Recently, inside the NEWTON project (large EU Horizon 2020 Innovation Action project), Zhao et al created a multi-layer integrated framework for gamification. They proposed a combination of 4 layers (L1 to L4) : L1 -gamification layer providing game mechanics and rewarding rules; L2 -game-based learning defining the set of the game contents consuming the mechanics defined in the previous layer; L3 -Profiling and recommendation to personalize and adapt game-based learning according the learner's profile; L4 -Socialization allowing communication and sharing results between students and teachers [47]. Based on this work, we can envisage customizing our game elements according to this framework by implementing new game mechanics and customizing them according to the patients' profiles and interests.…”

Section: Gamification For Improved Experiencementioning

confidence: 99%

Visual Feedback in Augmented Reality to Walk at Predefined Speed Cross-Sectional Study Including Children With Cerebral Palsy

Guinet

Bouyer

Otmane

et al. 2022

IEEE Trans. Neural Syst. Rehabil. Eng.

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In an augmented reality environment, the range of possible real-time visual feedback is extensive. This study aimed to compare the impact of six scenarios in augmented reality combining four visual feedback characteristics on achieving a target walking speed. The six scenarios have been developed for Microsoft Hololens augmented reality headset. The four feedback characteristics that we have varied were: Color; Spatial anchoring; Speed of the feedback, and Persistence. Each characteristic could have different values (for example, the color could be unicolor, bicolor, or gradient). Participants had to walk for two consecutive walking trials for each scenario: at their maximal speed and an intermediate speed. Mean speed, percentage of time spent above or around target speed, and time to reach target speed were compared between scenarios using mixed linear models. A total of 25 children with disabilities have been included. The feasibility and user experience were excellent. Mean speed during scenario 6, which displayed feedback with gradient color, attached to the world, with a speed relative to the player equal to his speed, and that disappeared over time, was significantly higher than other scenarios and control (p=0.003). Participants spent 80.98% of time above target speed during scenario 6. This scenario mixed the best combination of feedback characteristics to exceed the target walking speed (p=0.0058). Scenarios 5 and 6, which shared the same feedback characteristics for spatial anchoring (world-locked) and feedback speed (equal to the player speed), decreased the time to reach the target speed (p=0.019). Delivering multi-modal feedback has been recognized as more effective for improving motor performance. Therefore, our results showed that not all visual feedback had the same impact on performance. Further studies are required to test the weight of each feedback characteristic and their possible interactions inside each scenario. This study was registered in the ClinicalTrials.gov database (NCT04460833).

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An Innovative Multi-Layer Gamification Framework for Improved STEM Learning Experience

Cited by 23 publications

References 15 publications

Gamification of e-learning in higher education: a systematic literature review

Gamification of e-learning in higher education: a systematic literature review

Gamificación para la Innovación de la Educación: Una Revisión Sistemática de la Literatura

Visual Feedback in Augmented Reality to Walk at Predefined Speed Cross-Sectional Study Including Children With Cerebral Palsy

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