Designing Online Information Aggregation and Prediction Markets for MBA Courses

Raban, Daphne R.; Geifman, Dorit

doi:10.28945/76

Cited by 3 publications

(2 citation statements)

References 29 publications

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“…PMs have been positioned as educational tools with applications in a range of domains (see, for example, Buckley, Garvey, & McGrath, 2011;Ellis & Sami, 2012;Evans, 2012;Garvey & Buckley, 2010;Raban & Geifman, 2010). This study uses a carefully designed online PM learning intervention that instantiates all the key elements of gamification.PMs have objective rules.…”

Section: Gamified Learning Interventionmentioning

confidence: 99%

Gamification and student motivation

Buckley

Doyle

2014

Interactive Learning Environments

584

323

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The literature suggests that gamified learning interventions may increase student engagement and enhance learning. We empirically investigate this by exploring the impact of intrinsic and extrinsic motivation on the participation and performance of over 100 undergraduate students in an online gamified learning intervention. The paper makes a number of contributions. First, by synthesizing the literature the central concepts required for a learning intervention to be considered gamified are mapped and the development of an online gamified learning intervention is described. Second, the effect of gamification on learning outcomes is examined using a pre-and post-intervention survey. We find that gamified learning interventions have a positive impact on student learning. Third, our results show that while generally positive, the impact of gamified intervention*ns on student participation varies depending on whether the student is motivated intrinsically or extrinsically. These findings will be of practical interest to teaching and learning practitioners working in a range of educational contexts, and at all levels of education, who wish to increase student engagement and enhance learning.

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Section: Gamified Learning Interventionmentioning

confidence: 99%

Gamification and student motivation

Buckley

Doyle

2014

Interactive Learning Environments

584

323

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“…Nevertheless, the concept has already been applied in a number of settings. In their overview of gamification, Richter et al (2015) provide examples for successful applications in politics and health (Lee and Hammer 2011), education (Raban and Greifman 2009;Ravid and Rafaeli 2000) and the workplace (Reeves and Read 2009).…”

Section: Gamificationmentioning

confidence: 99%

Motivational assistance system design for industrial production: from motivation theories to design strategies

Dostert

Müller

2020

Cogn Tech Work

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Industrial production is still widely sustained by human operators. However, the design of human-machine interaction often does not foster the motivation to learn more about their machine or system. This may decrease operators' ability to flexibly adjust their decision making and problem-solving skills to the current production context. Motivation to learn could be attained by a motivating socio-technical design of assistance systems, but suitable and context-specific design strategies are lacking. In the present study, a systematic literature review of motivation theories in education, at the workplace, and in system design was carried out. The resulting 16 theories were integrated into a conceptual model of motivating assistance system design in industrial production. In this model, learning motivation results from the satisfaction of the needs for autonomy, competence, and relatedness, which in turn is mediated through the design of the system (including interface, task, and behavior). Moreover, this process is subject to moderating influences from job characteristics, personal variables, and factors concerning the respective work domain. Strategies for motivational design are derived from the model, and an example from the discrete processing industry is used to illustrate how the model could be applied to design assistance systems in this domain. Finally, the procedures for theory selection and model development are discussed, theoretical and practical implications are derived, and alternative strategies of instilling motivation are considered.

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Using web-based collaborative forecasting to enhance information literacy and disciplinary knowledge

Buckley

Doyle

2015

Interactive Learning Environments

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Designing Online Information Aggregation and Prediction Markets for MBA Courses

Cited by 3 publications

References 29 publications

Gamification and student motivation

Gamification and student motivation

Motivational assistance system design for industrial production: from motivation theories to design strategies

Using web-based collaborative forecasting to enhance information literacy and disciplinary knowledge

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