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Welcome!. Mark Flint - 1117718. ‘ To what extent can the concept of gamification increase the levels of motivation of a student completing homework?’. ‘ To what extent can the concept of gamification increase the levels of motivation of a student completing homework?’. IV. D V.

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  1. Welcome! Mark Flint - 1117718

  2. ‘To what extent can the concept of gamification increase the levels of motivation of a student completing homework?’ ‘To what extent can the concept of gamification increase the levels of motivation of a student completing homework?’ IV DV

  3. The Problem ‘Students see completing homework to be a negative experience due to the lack of motivation to complete it.’ (Brewster and Fager, 2000) • Research in two schools showed: • 72% of homework completed • Boys – 68% of homework completed • Girls – 75% of homework completed • 40% difference between top sets and bottom sets ‘A child sees homework as boring and a waste of time as they see it as having no personal benefit.’ ‘Homework is an important part of a student’s progression during school and allows them to further develop their skills.’ ‘Homework is found frustrating and boring.’ (Coutts, 2004)

  4. Aims & Objectives Thesis Design • Investigate whether providing homework through a game-like state increases a student’s motivation levels to complete their homework are increased. • An application is to be designed. • Will allow game-based homework on a device such as a smartphone. • Research to be undertaken into the current levels of engagement of a student when completing homework. • Aimed at 11-14 years old. • ‘A huge population of 11-14 year olds own a smartphone.’ (Norris, Hossain and Soloway, 2011). • Research to be done into school children’s personal experiences of completing homework. • Research in two schools showed 93% of students owned a smartphone. • Research to understand motivation in children. • Application allow users to collect points. • Research into the concept of Gamification. • Application will include a leaderboard for users to view. • Other design information will be decided upon research.

  5. Subsidiary Questions • Does the type of reward offered to a user effect their motivation to complete homework? • How will different reward systems within gamification will affect the user’s motivation levels? • Is there is a difference in these levels dependent on extrinsic or intrinsic rewards? • Does the level in which homework is portrayed as a game affect the levels of learning by a student?’ • Is there a preferential amount of gamification that can be applied to homework before it simply becomes a game and the students stop learning? • Does the effect of gamification on levels of motivation differentiate between genders? • Does the effect of gamification on levels of motivation differentiate between ability levels?

  6. Research Concepts • Gamification • User Experience Design • ‘allows the designer to reach a full understanding of its users’ (Gube, 2010). • will allow the users to become the focal point of the designs, which is imperative when designing for an experience. • Five planes of user experience design • (Garrett, 2010). • ‘uses game techniques to make activities more engaging and fun.’ (Kapp, 2012). • Gamification looks to increase the levels of motivation of a user (Raymer and Design, 2011) • ‘gets people to do things they would normally consider boring.’ (Kapp, 2012). • User Motivation • Ubiquitous Computing • allows the user to take the experience with them everywhere (Greenfield, 2006). • ‘machines fit the human environment instead of forcing humans to enter theirs’ (York and Pendharkar, 2004) • ‘while it’s fun to obtain a high score on a video game, it is just as fun to let others know you are the one who received the high score and to imagine being on top of the leaderboard.’ (Kapp, 2012). • uses Maslow’s (1989) hierarchy of user needs to test where the design will fit in with the users requirements • learn about the users psychological needs of the product as well as ensuring the user will find it socially acceptable

  7. Methodology • Implementation • Test functionality and design • Research tools chosen are tasked based testing, think aloud, focus groups and walkthroughs. • Collate both quantitative and qualitative data. • Design • Ensure the designs correspond with the user’s mental model (Gube, 2010). • Research tools for the design stage are walkthroughs, scenario and task based, think aloud and card sorts. • Collate both quantitative and qualitative data which will allow the designer to implement the new data into the next set of designs (Bellotti et al, 2002). • Analysis • Allows the researcher to find out who the users are and what are their needs? (Gube, 2010). • Research tools for the analysis stage are questionnaires, user personas, interviews and focus groups. • Allow quantitative data to be collected allowing it to be easily correlated and linked together (Bellotti, Berta, De Gloria and Margarone, 2002).

  8. Reference List Coutts, P. (2004). Meanings of homework and implications for practice. Norris, C., Hossain, A., and Soloway, E. (2011). Using Smartphones as Essential Tools for Learning.

  9. Questions?

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