| Title: |
Structural Gamification for Adaptation based on Learning Analytics |
| Authors: |
Hallifax, Stuart; Lavoué, Elise; Serna, Audrey; Marty, Jean-Charles |
| Contributors: |
Situated Interaction, Collaboration, Adaptation and Learning (SICAL); Laboratoire d'InfoRmatique en Image et Systèmes d'information (LIRIS); Université Lumière - Lyon 2 (UL2)-École Centrale de Lyon (ECL); Université de Lyon-Université de Lyon-Université Claude Bernard Lyon 1 (UCBL); Université de Lyon-Institut National des Sciences Appliquées de Lyon (INSA Lyon); Université de Lyon-Institut National des Sciences Appliquées (INSA)-Institut National des Sciences Appliquées (INSA)-Centre National de la Recherche Scientifique (CNRS)-Université Lumière - Lyon 2 (UL2)-École Centrale de Lyon (ECL); Université de Lyon-Institut National des Sciences Appliquées (INSA)-Institut National des Sciences Appliquées (INSA)-Centre National de la Recherche Scientifique (CNRS); EFRAN-LUDIMOODLE |
| Source: |
EARLI ; https://hal.science/hal-02147867 ; EARLI, Aug 2019, Aachen, Germany. pp.383 |
| Publisher Information: |
CCSD |
| Publication Year: |
2019 |
| Collection: |
Portail HAL de l'Université Lumière Lyon 2 |
| Subject Terms: |
Motivation; Adaptation; Gamification; Learning Analytics; [INFO.INFO-HC]Computer Science [cs]/Human-Computer Interaction [cs.HC]; [INFO]Computer Science [cs]; [INFO.EIAH]Computer Science [cs]/Technology for Human Learning |
| Subject Geographic: |
Aachen; Germany |
| Description: |
International audience ; Gamification is widely used to increase learner motivation when using a learning environment. Recent research has shown that gamification should be adapted to learner profile, as learners do not respond at the same manner to game elements, and in some cases, learners can feel demotivated by certain game elements. We propose a structured approach for gamification, named structural gamification that allows adapting game elements without changing the educational content or altering the functioning of the learning environment. This approach relies on three levels of abstraction: motivational strategies (high-level tactics or techniques to encourage learners to participate in the learning process), game elements (specific implementations of motivational strategies), and game element instances (contextualised instantiations of game elements). Using this approach, adaptation can occur on any of the three levels, either by changing motivational strategy, or game element, or by modifying the game element instance directly. This allows for a more fine-grained adaptation that is based on three components: the learner profile, interaction traces with the learning environment, and contextual information. Our future work will be focused on the analysis of learner engagement during the learning activity through their interaction traces to allow for dynamic adaptive gamification. |
| Document Type: |
conference object |
| Language: |
English |
| Availability: |
https://hal.science/hal-02147867; https://hal.science/hal-02147867v1/document; https://hal.science/hal-02147867v1/file/EARLI%20Final.pdf |
| Rights: |
info:eu-repo/semantics/OpenAccess |
| Accession Number: |
edsbas.30960F9C |
| Database: |
BASE |