motivating students-mz ma

MOTIVATING THE LEARNERS BY COMBINING THE ELEMENTS OF

PERSONALIZATION AND GAMIFICATION

dr Maria Zając, dr Magdalena Andrzejewska

Pedagogical University of Cracow, Poland

FORMAL CONTEXT

The work described in this presentation is a part of INDIPATH PROJECT - Formal description of individual learning path in Technology Enhanced Learning, research grant financed by the Polish-NorwegianResearch Fund, 2013-2015, Project number Pol-Nor/205110/12/2013

dr Maria Zając, dr Magdalena AndrzejewskaICICTE 2014, Kos, Greece – 3-5.07.2014 r.

THEORETICAL CONTEXT

Technology has permeated all levels of education nowadays but it does not mean it has improved the quality of teaching and learning.

While it is true that the educators are familiar with technology it doesn’t have to be true that they all know how to use it in a way that supports and enriches teaching and learning.


HYPOTHESIS

When we are able to describe (in a formal way - using metadata) various types of possible activities of students during the technology enhanced classes we can elaborate a solution (an algorithm) that will support teachers in designing such classes in a way that it will stimulate students engagement and motivation.


PRACTICAL CONTEXT

• two gamified university subjects

• a cohort of computer science undergraduates (~120 students)

• duration of the experiment – one semester (February-June 2014)

• on campus laboratory lessons, supported by the use of Moodle platform


THE EXPERIMENT

The aim: to identify as many as possible different types of tasks and activities.

The precondition: to achieve that we have to establish the learning environment that supports obtaining a variety of skills, including socialskills like collaboration, leadership, building relations and connectionsas well as group work, creative and critical thinking etc.


IMPORTANT QUESTIONS

1. What can motivate students in a gamified subject?

2. What skills or competences can they improve/obtain/exercise?

3. How the subject should be organized (designed)?

ICICTE 2014, Kos, Greece – 3-5.07.2014 r. dr Maria Zając, dr Magdalena Andrzejewska

THE TASKS

• Recognize students needs in order to create the groups

• Prepare various types of tasks and activities

• Define the game rules (in the first phase they were very simple)


THE EXPERIMENT – PHASE I

• The tools used for identidying students’ preferences:

• The Bartle’s Player Types Test

http://www.gamerdna.com/quizzes/bartle-test-of-gamer-psychology

• Personal preferences questionnaire KS-TIW

http://ux.up.krakow.pl/~ewam/style-uczenia/


http://www.gamerdna.com/quizzes/bartle-test-of-gamer-psychology

http://ux.up.krakow.pl/~ewam/style-uczenia/

The results of Bartle’s test


No

Student’s name Bartle's test results Team

No.achiever explorer socializer killer

1 Piotr 80% 53% 53% 80% Z51

2 Mateusz N. 87% 75% 40% 73% Z51

3 Jarosław 60% 53% 27% 73% Z51

4 Arkadiusz 33% 80% 40% 67% Z51

5 Mateusz R. 27% 60% 47% 67% Z52

6 Maciej 53% 27% 67% 53% Z52

7 Mateusz K. 73% 67% 47% 13% Z52

8 Jakub 0% 67% 60% 80% Z52

9 Filip 47% 53% 13% 93% Z53

10 Kamil 40% 47% 33% 67% Z53

11 Mateusz B. 73% 73% 40% 27% Z53

12 Przemysław 53% 100% 60% 13% Z54

13 Anita 60% 73% 87% 27% Z54

14 Szymon 53% 47% 40% 60% Z54

15 Bartłomiej 47% 73% 53% 27% Z54

Source: own data collected for the

purpose of gamifying the class

TYPES OF TASKS and ACTIVITIES

1. Every student gets the same task but can use a different form of presenting the solution

2. Different tasks – parts of a group work, the task completed by everymember of a group constitutes a part of a final solution(collaboration, responsibility)

3. Individual tasks – aimed at improving different skills (eg. social skillsor leardership, time management)


INITIAL OBSERVATIONS

• Not everyone wants to play

• Problems with students working systematically

• Difficulties with group work (responsibility) – students are not used to the effective group work

• Positive attitude – some of them became interested in the subject (the way it was organized) although they do not like playing games


FUTURE IMPROVEMENTS - 1

1. Use more precise tool for identifying learner (player)

types, eg. Marczewski’s User Types Hexad

2. Be more strict with creating the groups


Source: http://www.gamified.co.uk/user-types/#.VF500xb5z6U

http://www.gamified.co.uk/user-types

http://www.gamified.co.uk/user-types


Source: Gamified UK by A.Marczewski , http://www.gamified.co.uk/user-types/#.VF500xb5z6U

FUTURE IMPROVEMENTS - 2

Use dedicated gamification

environment like:

• World of Calsscraft

• ISAACLOUD


http://www.classcraft.com/


http::issacloud.com

CONTACT THE AUTHORS:

• Maria Zając: [email protected]

• Magdalena Andrzejewska: [email protected]

Computer Science Department

Pedagogical University of Cracow

Poland


mailto:[email protected]

mailto:[email protected]

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