Gamification to enhance Learning using Gagne's learning model

Sreelakshmi, R; McLain, M. L.; Rajeshwaran, Abhishek; Rao, Bhavani; Jayakrishnan, R.; Bijlani, Kamal

doi:10.1109/icccnt.2015.7395197

Cited by 10 publications

(2 citation statements)

References 3 publications

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“…Eight of the nine studies did not prove entirely useful to our research efforts, as they either presented their gameful approach without actually evaluating the effectiveness of their design (Bifulco et al 2011;Berengueres et al 2013;Gonza ´lez-Briones et al 2018), evaluated their design qualitatively as a whole with a small number of users (Lotfi and Mohammed 2014;Sreelakshmi et al 2015;Menon et al 2017;Idrobo et al 2018) or touched on a relevant but adjacent topic (Whalen et al 2018). Except for one (Luo et al 2018), these studies did not provide insights into the effect of single design choices on learning outcomes but instead looked at their gameful implementations as a whole.…”

Section: Gameful Design and Waste Sortingmentioning

confidence: 99%

Gameful Learning for a More Sustainable World

Hoffmann

Pfeiffer

2021

Bus Inf Syst Eng

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Municipal waste sorting is an important but neglected topic within sustainability-oriented Information Systems research. Most waste management systems depend on the quality of their citizens pre-sorting but lack teaching resources. Thus, it is important to raise awareness and knowledge on correct waste sorting to strengthen current efforts. Having shown promising results in raising learning outcomes and motivation in domains like health and economics, gamification is an auspicious approach to address this problem. The paper explores the effectiveness of gameful design on learning outcomes of waste sorting knowledge with a mobile game app that implements two different learning strategies: repetition and elaboration. In a laboratory experiment, the overall learning outcome of participants who trained with the game was compared to that of participants who trained with standard analogue non-game materials. Furthermore, the effects of two additional, learning-enhancing design elements – repetition and look-up – were analyzed. Learning outcome in terms of long-term retention and knowledge transfer were evaluated through three different testing measures two weeks after the training: in-game, through a multiple-choice test and real-life sorting. The results show that the game significantly enhanced the learning outcome of waste sorting knowledge for all measures, which is particularly remarkable for the real-life measure, as similar studies were not successful with regard to knowledge transfer to real life. Furthermore, look-up is found to be a promising game design element that is not yet established in IS literature and therefore should be considered more thoroughly in future research and practical implementations alike.

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Section: Gameful Design and Waste Sortingmentioning

confidence: 99%

Gameful Learning for a More Sustainable World

Hoffmann

Pfeiffer

2021

Bus Inf Syst Eng

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“…Another aspect to be considered in the ID is Gagne's Nine events, which can be used according to the game characteristics [65]. These events are recursive and can vary.…”

Section: Instructional Design Approachmentioning

confidence: 99%

Proposal of a Conceptual Model for Serious Games Design: A Case Study in Children With Learning Disabilities

2019

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Serious Games (SG) have a particular ability to motivate and engage in the therapeutic and learning process. There are multiple approaches based on methodologies, frameworks, and models for SG design, which have been proposed based on a specific domain. However, the relationship between the Software Engineering methodologies, with the requirement described in the Game Design Document, and the Instructional Design have not been discussed together. This paper proposes a conceptual model and discusses their relations among those domains, that aims to fill this gap. In order to define the model, those approaches available were analyzed and compared, then suggests several components needed for game design. It describes the primary structure focus on four phases Analysis, Design, Development, and Evaluation, which identifies and validates the roles of all components to achieve the desired educational goals. SG maned ''ATHYNOS'' was developed to help children with learning disabilities. Finally, a case study with three units of analysis points out that ATYHNOS aided participants in the level of concentration, hand-eye coordination, motor skills, and cognitive reinforcement. INDEX TERMS Serious games, conceptual model for design, game-based learning, ATHYNOS.

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