Helping Teachers Design Gamified Intelligent Tutoring Systems

An ontology for modelling user’ profiles and activities in gamified education

“…From the teacher's perspective, the challenges lie in: i) how to gamify classes; ii) how to deal with two initially distinct design processes (gamification design and instructional design) and iii) how to measure the effectiveness of gamification. Although there is a great interest on the part of teachers in gamification strategies (Dermeval, Lima, et al, 2019), some aspects influence its adoption, such as the lack of knowledge and the lack of resources (Martí-Parreño et al, 2016). Toda, do Carmo, et al (2018) research design strategies to help teachers gamify their classes and deal with the double design process and recent studies are using data mining techniques, and association rules to measure gamification effectiveness in education (Barata & Gama, 2014;Palomino, Toda, Oliveira, Rodrigues, Cristea, et al, 2019;.…”

“…Different from personalized learning, personalized gamification focuses on adjusting the game-like elements to the user (in this case, students) needs. A practical example of personalized learning can be seen in Intelligent Tutoring Systems (ITS) where the system suggests the content based on the students' profiles (Dermeval, Lima, et al, 2019), while on personalized gamification, a system can provide the most suitable game elements based on the students' behavioural profile. In this sense, the student may receive both personalized experiences that can improve their learning.…”

Gamification of Virtual Learning Environments: A Narrative and User Experience Approach

“…From the teacher's perspective, the challenges lie in: i) how to gamify classes; ii) how to deal with two initially distinct design processes (gamification design and instructional design) and iii) how to measure the effectiveness of gamification. Although there is a great interest on the part of teachers in gamification strategies (DERMEVAL et al, 2019), some aspects influence its adoption, such as the lack of knowledge and the lack of resources (MARTÍ-PARREÑO; SEGUÍ-MAS; SEGUÍ-MAS, 2016). Toda et al research design strategies to help teachers gamify their classes and deal with the double design process (TODA et al, 2018b) and recent studies are using data mining techniques, and association rules to measure gamification effectiveness in education (BARATA;GAMA, 2014;TODA et al, 2020).…”

“…Research in the area of UX relating it to gamification has emerged in recent years, such as that of PIMENTA, 2019b) who developed a user-centred framework taking into account personal, functional, psychological, temporal, playful, implementable, and evaluative properties and Tondello et al (TONDELLO et al, 2019b), who, concerned with the evaluation of gameful systems, developed the Gameful Design Heuristics. Other research focuses on real-time adaptive gamification, such as Böckle et al, who proposed a design framework for the development of adaptive gamification applications, and Dermeval at al., who proposed an ontology for adaptative gamification for educational purposes (DERMEVAL et al, 2019).…”

“…The second ontology formalizes the representation of gamification concepts and explains how they affect motivation in collaborative learning contexts (CHALCO; ISOTANI, 2019). The third ontology connects concepts of gamification with concepts of intelligent tutoring systems (ITS), allowing automated reasoning to enable interoperability and the creation of awareness about theories and good practices for the designers of gamified ITS (DERMEVAL et al, 2019).…”