Developing Smart Learning Environments Using Gamification Techniques and Video Game Technologies

Deliyannis, Ioannis; Kaimara, Polyxeni

doi:10.1007/978-3-030-01551-0_15

Cited by 16 publications

(11 citation statements)

References 52 publications

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“…By training in a virtual environment, users already knew the better action to take in a real hazard environment. However, for the success of a gamified proposal, it is necessary to use a range of variables, such as technological requirements and the design itself [ 46 , 55 , 56 ], which depends on the dynamic to be gamified, the context or device to be used, and the user´s profile.…”

Section: Related Workmentioning

confidence: 99%

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Gamification and Hazard Communication in Virtual Reality: A Qualitative Study

Cavalcanti

Valls

Contero

et al. 2021

Sensors

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An effective warning attracts attention, elicits knowledge, and enables compliance behavior. Game mechanics, which are directly linked to human desires, stand out as training, evaluation, and improvement tools. Immersive virtual reality (VR) facilitates training without risk to participants, evaluates the impact of an incorrect action/decision, and creates a smart training environment. The present study analyzes the user experience in a gamified virtual environment of risks using the HTC Vive head-mounted display. The game was developed in the Unreal game engine and consisted of a walk-through maze composed of evident dangers and different signaling variables while user action data were recorded. To demonstrate which aspects provide better interaction, experience, perception and memory, three different warning configurations (dynamic, static and smart) and two different levels of danger (low and high) were presented. To properly assess the impact of the experience, we conducted a survey about personality and knowledge before and after using the game. We proceeded with the qualitative approach by using questions in a bipolar laddering assessment that was compared with the recorded data during the game. The findings indicate that when users are engaged in VR, they tend to test the consequences of their actions rather than maintaining safety. The results also reveal that textual signal variables are not accessed when users are faced with the stress factor of time. Progress is needed in implementing new technologies for warnings and advance notifications to improve the evaluation of human behavior in virtual environments of high-risk surroundings.

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Section: Related Workmentioning

confidence: 99%

“…Several studies have reported the success of games for learning and skill development [26,[44][45][46]. The fact that a game environment is full of stimuli makes it an excellent tool to improve learning procedures.…”

Section: Related Workmentioning

confidence: 99%

Gamification and Hazard Communication in Virtual Reality: A Qualitative Study

Cavalcanti

Valls

Contero

et al. 2021

Sensors

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“…The gamification of any content, system or environment requires prior studies to understand the technology and technique of the use of devices, sensors, systems or methods [ 3 , 4 ]. This overall statement is important because, depending on the dynamics to be gamified, the context or device to be used and finally the user’s profile, it is necessary to consider various variables that can influence the success or failure of a gamified proposal [ 4 , 5 ]. Starting from these premises, players and users become protagonists of the development process, promoting the creation of more effective systems from the beginning [ 6 ].…”

Section: Introductionmentioning

confidence: 99%

Qualitative Assessment of Effective Gamification Design Processes Using Motivators to Identify Game Mechanics

Villegas

Fonseca

Peña

et al. 2021

Sensors

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This research focuses on the study and qualitative assessment of the relationships between motivators and game mechanics per the ratings of expert gamification consultants. By taking this approach, it is intended that during the design phase of a gamified system, decisions can be made about the design of the system based on the motivators of each of the profiles. These motivators can be determined from the information provided by the potential players themselves. The research presented starts from a previous analysis in which, based on the three most used gamification frameworks and through a card sorting technique that allows the user to organize and classify the content, a set of mechanics are determined. In the present study, each of the mechanics is analyzed, and a more precise motive is decided. As a result, a higher level of personalization is achieved and, consequently, approximates a higher level of gamification effectiveness. The main conclusions are implemented in the development of the Game4City 3.0 project, which addresses gamified and interactive strategies to visualize urban environments in 3D at an educational and social level.

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“…Contemporary technologies such as virtual reality (VR), augmented reality (AR), mixed reality (MR), and holograms bring together these features. These technologies are often distinguished; however, this is not always the case [7]. A pioneering contemporary trend is to spread content across multiple platforms creating transmedia experiences.…”

Section: Introductionmentioning

confidence: 99%

“…SLEs supports the design and development of innovative transmedia alternatives for students and teachers while interactive games are an example of an innovative learning experience. The systems developed by our transdisciplinary design team include some or all of the cutting-edge technologies using gamification techniques [7][8][9][10][11][12]. The principal pillar of a transmedia learning experience is interactivity.…”

Section: Introductionmentioning

confidence: 99%

Waking Up In the Morning (WUIM): A Smart Learning Environment for Students with Learning Difficulties

et al. 2021

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Effectiveness, efficiency, scalability, autonomy, engagement, flexibility, adaptiveness, personalization, conversationality, reflectiveness, innovation, and self-organization are some of the fundamental features of smart environments. Smart environments are considered a good learning practice for formal and informal education; however, it is important to point out the pedagogical approaches on which they are based. Smart learning environments (SLEs) underline the flexibility of eclectic pedagogy that places students at the center of any educational process and takes into account the diversity in classrooms. Thus, SLEs incorporate pedagogical principles derived from (1) traditional learning theories, e.g., behaviorism and constructivism, (2) contemporary pedagogical philosophy, e.g., differentiated teaching and universal design for learning, (3) theories that provide specific instructions for educational design, e.g., cognitive theory of multimedia learning and gamification of learning. The innovative concept of transmedia learning is an eclectic pedagogical approach, which in addition to learning principles, blends all available media so far. WUIM is a transmedia program for training independent living skills aimed primarily at children with learning disabilities, which emerged from the composition of pedagogical theories, traditional educational materials and cutting-edge technologies such as augmented and virtual reality, and art-based production methodologies. This paper outlines the development of WUIM, from the prototyping presented at the 4th International Conference in Creative Writing (2019) to the Alpha and Beta stages, including user and expert evaluations.

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Developing Smart Learning Environments Using Gamification Techniques and Video Game Technologies

Cited by 16 publications

References 52 publications

Gamification and Hazard Communication in Virtual Reality: A Qualitative Study

Gamification and Hazard Communication in Virtual Reality: A Qualitative Study

Qualitative Assessment of Effective Gamification Design Processes Using Motivators to Identify Game Mechanics

Waking Up In the Morning (WUIM): A Smart Learning Environment for Students with Learning Difficulties

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