2023
Jääskä, Elina
Game-based learning methods in project management higher education Väitöskirja
Tuotantotalous, Oulun yliopisto, 2023, ISBN: 978-952-62-3683-4.
Abstract | Links | BibTeX | Avainsanat: digital game-based learning, earned value management, educational games, englanninkieliset väitöskirjat, game design, game-based learning, gamification of education, motivation, project management higher education, project sustainability management
@phdthesis{Jääskä2023,
title = {Game-based learning methods in project management higher education},
author = {Elina Jääskä},
url = {http://urn.fi/urn:isbn:9789526236834},
isbn = {978-952-62-3683-4},
year = {2023},
date = {2023-01-01},
school = {Tuotantotalous, Oulun yliopisto},
abstract = {The projectification of society means that an increasing amount of work is being organized and managed through projects in organizations and companies. In order to succeed, companies are in constant need of competent personnel with strong project management skills. Therefore, project management educators are faced with the challenge of training highly skilled personnel with the use of motivational and practice-oriented methods. Game-based learning (GBL) methods, which utilize digital educational games, promote students’ motivation and learning by experience. They provide a simulated environment for learning project management skills through repetition and trial and error in a risk-free environment, which is not possible in real-life organizations.
The objective of this study is to increase understanding and develop new knowledge of how GBL methods can be used in project management higher education. Qualitative methods were used to study GBL experiences from both teachers’ and students’ points of view. This dissertation identifies and analyses benefits and challenges of the method for students and teachers. It complements the previous understanding of the role of GBL methods in enhancing students’ motivation and learning and yields new understanding of factors that may have a negative impact on students’ motivation and learning. Therefore, the study identifies challenges and disadvantages, which are not as widely discussed as benefits of GBL methods.
Integrating GBL into the curriculum may be challenging both pedagogically and technically and, therefore, requires effort and time from teachers and resources from educational institutions. This study gives examples of how games can be utilized and integrated into the learning of complex project management phenomena and practices. This expands the extant knowledge of educational game design and GBL solution design, which include contextualized gameplay activities for project management education.
The results of this dissertation include observations, considerations, and advice that may help incorporate educational games into teaching processes. The results also introduce practices that assist in the areas of GBL methods planning, teaching and learning, and assessment. The observations and practical advice of this dissertation may help with decision-making about the use of GBL methods and their successful implementation in project management higher education.},
keywords = {digital game-based learning, earned value management, educational games, englanninkieliset väitöskirjat, game design, game-based learning, gamification of education, motivation, project management higher education, project sustainability management},
pubstate = {published},
tppubtype = {phdthesis}
}
The projectification of society means that an increasing amount of work is being organized and managed through projects in organizations and companies. In order to succeed, companies are in constant need of competent personnel with strong project management skills. Therefore, project management educators are faced with the challenge of training highly skilled personnel with the use of motivational and practice-oriented methods. Game-based learning (GBL) methods, which utilize digital educational games, promote students’ motivation and learning by experience. They provide a simulated environment for learning project management skills through repetition and trial and error in a risk-free environment, which is not possible in real-life organizations.
The objective of this study is to increase understanding and develop new knowledge of how GBL methods can be used in project management higher education. Qualitative methods were used to study GBL experiences from both teachers’ and students’ points of view. This dissertation identifies and analyses benefits and challenges of the method for students and teachers. It complements the previous understanding of the role of GBL methods in enhancing students’ motivation and learning and yields new understanding of factors that may have a negative impact on students’ motivation and learning. Therefore, the study identifies challenges and disadvantages, which are not as widely discussed as benefits of GBL methods.
Integrating GBL into the curriculum may be challenging both pedagogically and technically and, therefore, requires effort and time from teachers and resources from educational institutions. This study gives examples of how games can be utilized and integrated into the learning of complex project management phenomena and practices. This expands the extant knowledge of educational game design and GBL solution design, which include contextualized gameplay activities for project management education.
The results of this dissertation include observations, considerations, and advice that may help incorporate educational games into teaching processes. The results also introduce practices that assist in the areas of GBL methods planning, teaching and learning, and assessment. The observations and practical advice of this dissertation may help with decision-making about the use of GBL methods and their successful implementation in project management higher education.
The objective of this study is to increase understanding and develop new knowledge of how GBL methods can be used in project management higher education. Qualitative methods were used to study GBL experiences from both teachers’ and students’ points of view. This dissertation identifies and analyses benefits and challenges of the method for students and teachers. It complements the previous understanding of the role of GBL methods in enhancing students’ motivation and learning and yields new understanding of factors that may have a negative impact on students’ motivation and learning. Therefore, the study identifies challenges and disadvantages, which are not as widely discussed as benefits of GBL methods.
Integrating GBL into the curriculum may be challenging both pedagogically and technically and, therefore, requires effort and time from teachers and resources from educational institutions. This study gives examples of how games can be utilized and integrated into the learning of complex project management phenomena and practices. This expands the extant knowledge of educational game design and GBL solution design, which include contextualized gameplay activities for project management education.
The results of this dissertation include observations, considerations, and advice that may help incorporate educational games into teaching processes. The results also introduce practices that assist in the areas of GBL methods planning, teaching and learning, and assessment. The observations and practical advice of this dissertation may help with decision-making about the use of GBL methods and their successful implementation in project management higher education.
2019
Mystakidis, Stylianos
Motivation enhanced deep and meaningful learning with social virtual reality Väitöskirja
Informaatioteknologia, Jyväskylän yliopisto, 2019, ISBN: 978-951-39-7977-5.
Abstract | Links | BibTeX | Avainsanat: deep and meaningful learning, distance education, e-learning, englanninkieliset väitöskirjat, game-based learning, MOOCs, motivation, open education, social virtual reality
@phdthesis{Mystakidis2019,
title = {Motivation enhanced deep and meaningful learning with social virtual reality},
author = {Stylianos Mystakidis},
url = {http://urn.fi/URN:ISBN:978-951-39-7977-5},
isbn = {978-951-39-7977-5},
year = {2019},
date = {2019-01-01},
school = {Informaatioteknologia, Jyväskylän yliopisto},
abstract = {Current online teaching and learning practices in distance education face limitations in terms of quality and effectiveness. The theories of deep and meaningful learning have the potential to address these challenges by placing emphasis on the cognitive, social and affective aspect of learning by engaging the person holistically. New e-learning models and frameworks are needed to develop and sustain learners’ high levels of motivation, engagement and satisfaction. This dissertation’s focus is on the motivation enhancement methods for deep and meaningful learning in distant education. The overall goal is to find out the effect of motivation-enhancement approaches using social virtual reality environments in e-learning and open education. Game-based approaches for enhancing intrinsic motivation include playful design, gamification and serious games. Previous empirical research in attendance-based, blended learning and online settings has shown promising results. However, there is a need for researching the effect of motivation enhancement methods in e-learning regarding the quality of learning. Can we improve learning quality and help learners achieve deep meaningful learning when instructional design and teaching focuses on intrinsic motivation? To understand the effect of motivation enhancement, eight articles were authored using research designs based on qualitative and quantitative methods. The dissertation proposes four tentative frameworks towards deep and meaningful e-learning utilizing game-based motivation enhancement methods; OpenQuest, Serious E-scape Room, the Blended Model for Deep & Meaningful E-learning in Social Virtual Reality Environments and the Patras Blended Strategy Model. The results from this study can accelerate the improvement of e-learning quality to address pressing societal and economic educational needs that affect the future of higher education and life-long learning. Facilitating deep and meaningful learning in online education to provide high-quality, flexible, personalized and transformative learning for large audiences could open new educational frontiers towards new milestones of economic growth, social progress and wellbeing.},
keywords = {deep and meaningful learning, distance education, e-learning, englanninkieliset väitöskirjat, game-based learning, MOOCs, motivation, open education, social virtual reality},
pubstate = {published},
tppubtype = {phdthesis}
}
Current online teaching and learning practices in distance education face limitations in terms of quality and effectiveness. The theories of deep and meaningful learning have the potential to address these challenges by placing emphasis on the cognitive, social and affective aspect of learning by engaging the person holistically. New e-learning models and frameworks are needed to develop and sustain learners’ high levels of motivation, engagement and satisfaction. This dissertation’s focus is on the motivation enhancement methods for deep and meaningful learning in distant education. The overall goal is to find out the effect of motivation-enhancement approaches using social virtual reality environments in e-learning and open education. Game-based approaches for enhancing intrinsic motivation include playful design, gamification and serious games. Previous empirical research in attendance-based, blended learning and online settings has shown promising results. However, there is a need for researching the effect of motivation enhancement methods in e-learning regarding the quality of learning. Can we improve learning quality and help learners achieve deep meaningful learning when instructional design and teaching focuses on intrinsic motivation? To understand the effect of motivation enhancement, eight articles were authored using research designs based on qualitative and quantitative methods. The dissertation proposes four tentative frameworks towards deep and meaningful e-learning utilizing game-based motivation enhancement methods; OpenQuest, Serious E-scape Room, the Blended Model for Deep & Meaningful E-learning in Social Virtual Reality Environments and the Patras Blended Strategy Model. The results from this study can accelerate the improvement of e-learning quality to address pressing societal and economic educational needs that affect the future of higher education and life-long learning. Facilitating deep and meaningful learning in online education to provide high-quality, flexible, personalized and transformative learning for large audiences could open new educational frontiers towards new milestones of economic growth, social progress and wellbeing.
2018
February, Pamela J
Teaching and learning to read in Afrikaans: Teacher competence and computer-assisted support Väitöskirja
Psykologia, Jyväskylän yliopisto, 2018, ISBN: 978-951-39-7515-9.
Abstract | Links | BibTeX | Avainsanat: Afrikaans, computer-assisted reading intervention, englanninkieliset väitöskirjat, GraphoGame, motivation, reading instruction, reading skills
@phdthesis{February2018,
title = {Teaching and learning to read in Afrikaans: Teacher competence and computer-assisted support},
author = {Pamela J February},
url = {http://urn.fi/URN:ISBN:978-951-39-7515-9},
isbn = {978-951-39-7515-9},
year = {2018},
date = {2018-01-01},
school = {Psykologia, Jyväskylän yliopisto},
abstract = {This thesis is in the form of a monograph consisting of three distinct, but related studies. The three studies examined Grade 1 teachers’ knowledge and perceptions of reading instruction in classrooms in Namibia; and the use of GraphoGame in Afrikaans as a digital learning tool and as an intervention tool for struggling readers. Three data sets were collected: teachers (N = 132), children (N = 202) and struggling readers (N = 19). The results offered three main findings. First, the results revealed that teachers lacked basic knowledge regarding language and reading instruction. Second, the effect of using the GraphoGame Afrikaans digital reading tool in the classroom showed that the gain scores of the learners who played GraphoGame Afrikaans were higher than those of learners who formed the two control groups (i.e. the GraphoMath group who played a digital mathematics tool and the no-treatment control group) in reading skills. Additionally, the results revealed that the two groups that played a digital game (GraphoGame Afrikaans or GraphoMath Afrikaans) during the intervention phase showed higher gains than the control group that did not play. The results also revealed that playing GraphoGame Afrikaans for an extended period vastly improved the reading skills of struggling readers. The evaluation of the struggling readers’ motivation revealed mixed results. Although the learners themselves had a strong self-concept and a high regard for their classroom tasks, their classroom teachers observed that they tended to avoid tasks in which they struggled. When one considers the learners’ high self- concept and motivation, which show that struggling learners have strengths, there is much hope for Namibian children’ reading acquisition.},
keywords = {Afrikaans, computer-assisted reading intervention, englanninkieliset väitöskirjat, GraphoGame, motivation, reading instruction, reading skills},
pubstate = {published},
tppubtype = {phdthesis}
}
This thesis is in the form of a monograph consisting of three distinct, but related studies. The three studies examined Grade 1 teachers’ knowledge and perceptions of reading instruction in classrooms in Namibia; and the use of GraphoGame in Afrikaans as a digital learning tool and as an intervention tool for struggling readers. Three data sets were collected: teachers (N = 132), children (N = 202) and struggling readers (N = 19). The results offered three main findings. First, the results revealed that teachers lacked basic knowledge regarding language and reading instruction. Second, the effect of using the GraphoGame Afrikaans digital reading tool in the classroom showed that the gain scores of the learners who played GraphoGame Afrikaans were higher than those of learners who formed the two control groups (i.e. the GraphoMath group who played a digital mathematics tool and the no-treatment control group) in reading skills. Additionally, the results revealed that the two groups that played a digital game (GraphoGame Afrikaans or GraphoMath Afrikaans) during the intervention phase showed higher gains than the control group that did not play. The results also revealed that playing GraphoGame Afrikaans for an extended period vastly improved the reading skills of struggling readers. The evaluation of the struggling readers’ motivation revealed mixed results. Although the learners themselves had a strong self-concept and a high regard for their classroom tasks, their classroom teachers observed that they tended to avoid tasks in which they struggled. When one considers the learners’ high self- concept and motivation, which show that struggling learners have strengths, there is much hope for Namibian children’ reading acquisition.
Hassan, Lobna
Means to gameful ends: How should gamification be designed? Väitöskirja
Information Systems Science, Hanken Svenska handelshögskolan, 2018, ISBN: 978-952-232-368-2.
Abstract | Links | BibTeX | Avainsanat: civic engagement, e-participation, englanninkieliset väitöskirjat, gamefulness, gamification, motivation
@phdthesis{Hassan2018,
title = {Means to gameful ends: How should gamification be designed?},
author = {Lobna Hassan},
url = {http://hdl.handle.net/10227/198994},
isbn = {978-952-232-368-2},
year = {2018},
date = {2018-01-01},
school = {Information Systems Science, Hanken Svenska handelshögskolan},
abstract = {For a long time, information systems have been designed to provide organizational utility, efficiency, and cost reduction. As technological advancement took place, information systems grew to further facilitate personal productivity and entertainment. Out of modern systems, games have an extraordinary reach in modern society. That reach eventually became too significant to ignore without systematic study. While many individuals recognize the value of and need for hard work in life, many—perhaps all—do not wish to live in a universe of pure work or passive engagement with their life’s activities. In that light, scholars began investigating game design as a means to attain enjoyment and motivation in mundane life activities, giving birth to the gamification movement as we know it today. As a design and research stream, gamification refers to the design of systems, services, and processes to provide “gameful” experiences—psychological experiences, similar to those provided by games—to positively influence engagement with mundane life activities. While the user benefits reported from implementing gamification showcase its potentially positive impact, the understanding of how to design gamification is still in its infancy. Some gamification designs may be suitable to some users or in certain contexts, but the same designs may not have the same results for different users or in different contexts. Furthermore, current methods to design gamification have been developed in isolation, each reinventing the wheel, and hence struggle to provide comprehensive guidance for the gamification design process. This dissertation employs the goal-setting theory, showcasing how gamification design can suit the preferences of different users. The dissertation additionally investigates contextualized gamification design by employing the deliberation theory and researching design for collective, group engagement such as is seen in the context of civic engagement. Finally, the dissertation contributes a holistic gamification design method that incorporates the design knowledge currently gathered in the gamification fields, as well as lessons learned from the failure of gamification projects. The contributions complement each other and provide a multi-dimensional gamification design knowledge on how gamification should be designed. While this dissertation has theoretically and practically contributed to the knowledge on gamification design, there is more to be researched before gamification design can come close to being perfect. The journey to gamify is merely commencing. Not only is this pursuit of how to gamify essential to understand a phenomenon and the human behavior around it, but it is also essential to create a gameful reality, one not of pure work but of enjoyment, motivation, persistence and flow.},
keywords = {civic engagement, e-participation, englanninkieliset väitöskirjat, gamefulness, gamification, motivation},
pubstate = {published},
tppubtype = {phdthesis}
}
For a long time, information systems have been designed to provide organizational utility, efficiency, and cost reduction. As technological advancement took place, information systems grew to further facilitate personal productivity and entertainment. Out of modern systems, games have an extraordinary reach in modern society. That reach eventually became too significant to ignore without systematic study. While many individuals recognize the value of and need for hard work in life, many—perhaps all—do not wish to live in a universe of pure work or passive engagement with their life’s activities. In that light, scholars began investigating game design as a means to attain enjoyment and motivation in mundane life activities, giving birth to the gamification movement as we know it today. As a design and research stream, gamification refers to the design of systems, services, and processes to provide “gameful” experiences—psychological experiences, similar to those provided by games—to positively influence engagement with mundane life activities. While the user benefits reported from implementing gamification showcase its potentially positive impact, the understanding of how to design gamification is still in its infancy. Some gamification designs may be suitable to some users or in certain contexts, but the same designs may not have the same results for different users or in different contexts. Furthermore, current methods to design gamification have been developed in isolation, each reinventing the wheel, and hence struggle to provide comprehensive guidance for the gamification design process. This dissertation employs the goal-setting theory, showcasing how gamification design can suit the preferences of different users. The dissertation additionally investigates contextualized gamification design by employing the deliberation theory and researching design for collective, group engagement such as is seen in the context of civic engagement. Finally, the dissertation contributes a holistic gamification design method that incorporates the design knowledge currently gathered in the gamification fields, as well as lessons learned from the failure of gamification projects. The contributions complement each other and provide a multi-dimensional gamification design knowledge on how gamification should be designed. While this dissertation has theoretically and practically contributed to the knowledge on gamification design, there is more to be researched before gamification design can come close to being perfect. The journey to gamify is merely commencing. Not only is this pursuit of how to gamify essential to understand a phenomenon and the human behavior around it, but it is also essential to create a gameful reality, one not of pure work but of enjoyment, motivation, persistence and flow.
2017
Koivisto, Jonna
Learning clinical reasoning through game-based simulation: Design principles for simulation games Väitöskirja
Informaatiotutkimus ja interaktiivinen media, Tampereen yliopisto. , 2017, ISBN: 978-952-03-0550-5.
Abstract | Links | BibTeX | Avainsanat: englanninkieliset väitöskirjat, games, gamification, information systems, motivation
@phdthesis{Koivisto2017b,
title = {Learning clinical reasoning through game-based simulation: Design principles for simulation games},
author = {Jonna Koivisto},
url = {https://urn.fi/URN:ISBN:978-952-03-0550-5},
isbn = {978-952-03-0550-5},
year = {2017},
date = {2017-01-01},
school = {Informaatiotutkimus ja interaktiivinen media, Tampereen yliopisto. },
abstract = {Gamification is a design approach that draws from game design in order to induce gameful experiences in different contexts, and has become a trending topic in the industry and academia in recent years. Increasing numbers of products and services are being designed to include some gameful elements with the goal of inducing experiences such as mastery, enjoyment, flow or relatedness, in addition to their core functions. The concept can be traced to a larger development of gamification in culture and society where games and game play have become a mainstream entertainment form and are increasingly permeating all aspects of our daily lives.
This dissertation focuses on gamification, seen as an intentional design aspect of information systems, and the factors that influence the use of gamified systems. The dissertation examines the perceived benefits of gamification, and their relationship with intention to use gamification services based on empirical data gathered via surveys from the users of a gamification service. Furthermore, the dissertation reviews empirical research on gamification based on a systematically gathered body of literature and draws conclusions on the state of research on the topic. The theoretical background of the work is multidisciplinary drawing from the fields of information system science and game research.
The main contributions of the dissertation relate to 1) the utilitarian, hedonic and social benefits of gamification and how these contribute to the use of gamification services, 2) the demographic differences in the relationships between benefits and use intentions, and 3) the findings from an overarching literature review on how and where gamification is implemented, how it is studied, and how the results are converging with regards to the effectiveness of gamification.
The findings indicate that gamification systems are used for both their utility, as well as for hedonic reasons. Secondly, the findings indicate the significant role of the social benefits such as receiving recognition from the social community that influence the use of gamification. Thirdly, in regard to user attributes and factors, this work shows that demographic factors affect some of the perceived benefits of gamification, as well as presents empirical evidence of the so-called novelty effects of gamification. Fourthly, the dissertation presents the most comprehensive view of gamification literature to date. The current mapping indicates that research efforts have been rather focused, and several perspectives still lack attention. However, gamification research reports mainly positively oriented results from gamification experiments, thus providing support for continuing the research efforts on the potential of gamification.},
keywords = {englanninkieliset väitöskirjat, games, gamification, information systems, motivation},
pubstate = {published},
tppubtype = {phdthesis}
}
Gamification is a design approach that draws from game design in order to induce gameful experiences in different contexts, and has become a trending topic in the industry and academia in recent years. Increasing numbers of products and services are being designed to include some gameful elements with the goal of inducing experiences such as mastery, enjoyment, flow or relatedness, in addition to their core functions. The concept can be traced to a larger development of gamification in culture and society where games and game play have become a mainstream entertainment form and are increasingly permeating all aspects of our daily lives.
This dissertation focuses on gamification, seen as an intentional design aspect of information systems, and the factors that influence the use of gamified systems. The dissertation examines the perceived benefits of gamification, and their relationship with intention to use gamification services based on empirical data gathered via surveys from the users of a gamification service. Furthermore, the dissertation reviews empirical research on gamification based on a systematically gathered body of literature and draws conclusions on the state of research on the topic. The theoretical background of the work is multidisciplinary drawing from the fields of information system science and game research.
The main contributions of the dissertation relate to 1) the utilitarian, hedonic and social benefits of gamification and how these contribute to the use of gamification services, 2) the demographic differences in the relationships between benefits and use intentions, and 3) the findings from an overarching literature review on how and where gamification is implemented, how it is studied, and how the results are converging with regards to the effectiveness of gamification.
The findings indicate that gamification systems are used for both their utility, as well as for hedonic reasons. Secondly, the findings indicate the significant role of the social benefits such as receiving recognition from the social community that influence the use of gamification. Thirdly, in regard to user attributes and factors, this work shows that demographic factors affect some of the perceived benefits of gamification, as well as presents empirical evidence of the so-called novelty effects of gamification. Fourthly, the dissertation presents the most comprehensive view of gamification literature to date. The current mapping indicates that research efforts have been rather focused, and several perspectives still lack attention. However, gamification research reports mainly positively oriented results from gamification experiments, thus providing support for continuing the research efforts on the potential of gamification.
This dissertation focuses on gamification, seen as an intentional design aspect of information systems, and the factors that influence the use of gamified systems. The dissertation examines the perceived benefits of gamification, and their relationship with intention to use gamification services based on empirical data gathered via surveys from the users of a gamification service. Furthermore, the dissertation reviews empirical research on gamification based on a systematically gathered body of literature and draws conclusions on the state of research on the topic. The theoretical background of the work is multidisciplinary drawing from the fields of information system science and game research.
The main contributions of the dissertation relate to 1) the utilitarian, hedonic and social benefits of gamification and how these contribute to the use of gamification services, 2) the demographic differences in the relationships between benefits and use intentions, and 3) the findings from an overarching literature review on how and where gamification is implemented, how it is studied, and how the results are converging with regards to the effectiveness of gamification.
The findings indicate that gamification systems are used for both their utility, as well as for hedonic reasons. Secondly, the findings indicate the significant role of the social benefits such as receiving recognition from the social community that influence the use of gamification. Thirdly, in regard to user attributes and factors, this work shows that demographic factors affect some of the perceived benefits of gamification, as well as presents empirical evidence of the so-called novelty effects of gamification. Fourthly, the dissertation presents the most comprehensive view of gamification literature to date. The current mapping indicates that research efforts have been rather focused, and several perspectives still lack attention. However, gamification research reports mainly positively oriented results from gamification experiments, thus providing support for continuing the research efforts on the potential of gamification.
2015
Hakulinen, Lasse
Gameful approaches for computer science education: From gamification to alternate reality games Väitöskirja
Tietotekniikka, Aalto-yliopisto, 2015, ISBN: 978-952-60-6172-6.
Abstract | Links | BibTeX | Avainsanat: achievement badges, achievement goal orientation, alternate reality games, computer science education, englanninkieliset väitöskirjat, gameful, gamification, motivation, serious games
@phdthesis{Hakulinen2015,
title = {Gameful approaches for computer science education: From gamification to alternate reality games},
author = {Lasse Hakulinen},
url = {http://urn.fi/URN:ISBN:978-952-60-6173-3},
isbn = {978-952-60-6172-6},
year = {2015},
date = {2015-01-01},
school = {Tietotekniikka, Aalto-yliopisto},
abstract = {The main objective of this thesis is to enrich computer science education by studying two gameful teaching interventions: 1) achievement badges and 2) alternate reality games.
Gamification is the use of game design elements in non-game contexts, and achievement badges are one commonly used gamification method that can be used to provide optional challenges for students. We studied the use of achievement badges in a Data Structures and Algorithms course and found out that badges can be used to steer students' behavior even if they are not tied to tangible rewards such as course grades. Specifically, students used more time in the online learning environment, had more sessions in the system, and spent more time between exercise submissions when the badges were used. Furthermore, we found out that students' attitudes towards the badges varied. We also studied the use of badges in relation to achievement goal orientations that characterize students' preferences to different goals and outcomes. We found out that students who had high avoidance orientation were less motivated by the badges than other students. On the other hand, students who were the most motivated by the badges had higher mastery-intrinsic, mastery-extrinsic, and performance-approach orientations, and lower avoidance orientation. Furthermore, we compared the badge intervention with the use of heatmaps that provided feedback on one's behavior in a non-gameful way. An interest towards the badges correlated with mastery-extrinsic and performance-approach, whereas interest towards the heatmaps correlated with mastery-extrinsic and performance-avoidance orientations.
Alternate Reality Games (ARG), are games that blur the line between reality and fiction and typically they involve puzzles and an interactive narrative. We explored the use of ARGs for teaching computer science by organizing an ARG covering a wide range of computer science concepts. In the feedback collected after the game, participants reported learning several computer science concepts during the game. We also evaluated how authenticity, intrinsic motivation, and replayability were taken into account in the game design. Furthermore, we present an example of an educational ARG that was not part of any official curriculum and relied on voluntary participation. Based on the results, alternate reality games seem like a promising approach to be used in computer science education.
In addition to evaluating the two approaches, we provide support for applying them in education by describing the implementation of our badge systems and introducing a method for producing automatically assessed programming tasks that are suitable for ARGs.},
keywords = {achievement badges, achievement goal orientation, alternate reality games, computer science education, englanninkieliset väitöskirjat, gameful, gamification, motivation, serious games},
pubstate = {published},
tppubtype = {phdthesis}
}
The main objective of this thesis is to enrich computer science education by studying two gameful teaching interventions: 1) achievement badges and 2) alternate reality games.
Gamification is the use of game design elements in non-game contexts, and achievement badges are one commonly used gamification method that can be used to provide optional challenges for students. We studied the use of achievement badges in a Data Structures and Algorithms course and found out that badges can be used to steer students' behavior even if they are not tied to tangible rewards such as course grades. Specifically, students used more time in the online learning environment, had more sessions in the system, and spent more time between exercise submissions when the badges were used. Furthermore, we found out that students' attitudes towards the badges varied. We also studied the use of badges in relation to achievement goal orientations that characterize students' preferences to different goals and outcomes. We found out that students who had high avoidance orientation were less motivated by the badges than other students. On the other hand, students who were the most motivated by the badges had higher mastery-intrinsic, mastery-extrinsic, and performance-approach orientations, and lower avoidance orientation. Furthermore, we compared the badge intervention with the use of heatmaps that provided feedback on one's behavior in a non-gameful way. An interest towards the badges correlated with mastery-extrinsic and performance-approach, whereas interest towards the heatmaps correlated with mastery-extrinsic and performance-avoidance orientations.
Alternate Reality Games (ARG), are games that blur the line between reality and fiction and typically they involve puzzles and an interactive narrative. We explored the use of ARGs for teaching computer science by organizing an ARG covering a wide range of computer science concepts. In the feedback collected after the game, participants reported learning several computer science concepts during the game. We also evaluated how authenticity, intrinsic motivation, and replayability were taken into account in the game design. Furthermore, we present an example of an educational ARG that was not part of any official curriculum and relied on voluntary participation. Based on the results, alternate reality games seem like a promising approach to be used in computer science education.
In addition to evaluating the two approaches, we provide support for applying them in education by describing the implementation of our badge systems and introducing a method for producing automatically assessed programming tasks that are suitable for ARGs.
Gamification is the use of game design elements in non-game contexts, and achievement badges are one commonly used gamification method that can be used to provide optional challenges for students. We studied the use of achievement badges in a Data Structures and Algorithms course and found out that badges can be used to steer students' behavior even if they are not tied to tangible rewards such as course grades. Specifically, students used more time in the online learning environment, had more sessions in the system, and spent more time between exercise submissions when the badges were used. Furthermore, we found out that students' attitudes towards the badges varied. We also studied the use of badges in relation to achievement goal orientations that characterize students' preferences to different goals and outcomes. We found out that students who had high avoidance orientation were less motivated by the badges than other students. On the other hand, students who were the most motivated by the badges had higher mastery-intrinsic, mastery-extrinsic, and performance-approach orientations, and lower avoidance orientation. Furthermore, we compared the badge intervention with the use of heatmaps that provided feedback on one's behavior in a non-gameful way. An interest towards the badges correlated with mastery-extrinsic and performance-approach, whereas interest towards the heatmaps correlated with mastery-extrinsic and performance-avoidance orientations.
Alternate Reality Games (ARG), are games that blur the line between reality and fiction and typically they involve puzzles and an interactive narrative. We explored the use of ARGs for teaching computer science by organizing an ARG covering a wide range of computer science concepts. In the feedback collected after the game, participants reported learning several computer science concepts during the game. We also evaluated how authenticity, intrinsic motivation, and replayability were taken into account in the game design. Furthermore, we present an example of an educational ARG that was not part of any official curriculum and relied on voluntary participation. Based on the results, alternate reality games seem like a promising approach to be used in computer science education.
In addition to evaluating the two approaches, we provide support for applying them in education by describing the implementation of our badge systems and introducing a method for producing automatically assessed programming tasks that are suitable for ARGs.