toward personalised gamification for learning environments

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Toward Personalised Gamification for Learning Environments Baptiste Monterrat 1 Élise Lavoué 1 Sébastien George 2 MATEL workshop 2013, Paphos, Cyprus 1 LIRIS, Université de Lyon 2 LIUM, Université du Maine

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Many learning environments are deserted by the learners, even if they are effective. Gamification is a growing approach used to raise learners’ motiva-tion by adding game elements in their environment, but it still pays few attention to the individual differences among learners’ motivations. This paper presents a gamification system designed to be plugged on various learning environments. It can be automatically personalised, based on an analysis of the interaction traces.

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Page 1: Toward Personalised Gamification for Learning Environments

Toward Personalised Gamificationfor Learning Environments

Baptiste Monterrat1

Élise Lavoué1

Sébastien George2

MATEL workshop 2013,Paphos, Cyprus

1 LIRIS, Université de Lyon 2 LIUM, Université du Maine

Page 2: Toward Personalised Gamification for Learning Environments

Learning environments, even if they are efficient, are not always motivating

2B. Monterrat - Université de Lyon

Page 3: Toward Personalised Gamification for Learning Environments

Game and “fun”enhance motivation

Learning environments, even if they are efficient, are not always motivating

3B. Monterrat - Université de Lyon

Page 4: Toward Personalised Gamification for Learning Environments

GamificationSerious Games

ToysPlayful design

• A game has an objective and rules

Game

Play

4B. Monterrat - Université de Lyon

Forms of “fun” in learning [Deterding et al., 2011]

Page 5: Toward Personalised Gamification for Learning Environments

GamificationSerious Games

• A game has an objective and rules

Game

Play

5B. Monterrat - Université de Lyon

Forms of “fun” in learning [Deterding et al., 2011]

Page 6: Toward Personalised Gamification for Learning Environments

Gamification “use of game design elements in non-gaming contexts”[Deterding et al., 2011]

GamificationSerious Games

• Game elements are less central with gamification

• Gamification can be based on existing environments

Whole Part

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Page 7: Toward Personalised Gamification for Learning Environments

Various expectations about games

Killer

Socialiser

Achiever

Explorer

Motivated byleader boards

Motivated byfriends

Motivated by clear goals

Motivated bydiscoveries

• According to player types [Bartle, 1996]

7B. Monterrat - Université de Lyon

Page 8: Toward Personalised Gamification for Learning Environments

Various expectations about games

Killer

Socialiser

Achiever

Explorer

Motivated byleader boards

Motivated byfriends

Motivated by clear goals

Motivated bydiscoveries

• According to player types [Bartle, 1996]• According to

user’s age.[Charlier et al., 2012]

8B. Monterrat - Université de Lyon

Page 9: Toward Personalised Gamification for Learning Environments

Various expectations about games

Killer

Socialiser

Achiever

Explorer

Motivated byleader boards

Motivated byfriends

Motivated by clear goals

Motivated bydiscoveries

• According to player types [Bartle, 1996]• According to

user’s age.[Charlier et al., 2012]

• According touser’s gender.[Hainey et al., 2012]

• Etc.

9B. Monterrat - Université de Lyon

Page 10: Toward Personalised Gamification for Learning Environments

Adaptivity

10B. Monterrat - Université de Lyon

Page 11: Toward Personalised Gamification for Learning Environments

Adaptivity

• Work on adaptivelearning games :• Content• Scenario• Difficulty• Learning path• Etc.

• Work on adaptive gamification:• Not yet

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Page 12: Toward Personalised Gamification for Learning Environments

Our objective

Adaptive and generic Gamification layer

Web based Learning

Environment

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Page 13: Toward Personalised Gamification for Learning Environments

Research questions

Which architecture to support adaptivity of game elements in a learning environment?

How to characterise

game elements?

User Model : Which information is required

for personalisation?

How to integrate the game elements in the learning environment?

13B. Monterrat - Université de Lyon

Page 14: Toward Personalised Gamification for Learning Environments

Game Elements in Epiphytic Functionalities

Four features to be an epiphyte:[Giroux et al., 1995]

• The epiphyte can not exist without its host• The host can exist without the epiphyte• The architecture of the epiphyte

is independent from the host architecture• The epiphyte does not affect its host

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Page 15: Toward Personalised Gamification for Learning Environments

User Model: Related work in adaptive environments

• Kobsa (1999) distinguishes three forms of adaptation: user data, usage data, environment data

• Conati (2002) focuses on what the learner knows and does not know.

• Bernardini (2010) classifies the learners according to their way of learningHigh Learner, Low Learner

• Bartle’s player types (1996)Killer, Achiever, Socialiser, Explorer

• Lazzaro’s keys of fun (2004)Hard fun, Easy fun, Altered state, People factor

• Yee’s motivation components (2006)Achievement, Social, Immersion

The user as a learner

User model elements for personalisation of learning environments

The user as a player

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Page 16: Toward Personalised Gamification for Learning Environments

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Gamification layerLearning Environment

The User Model for Adaptive Gamification

Learner Model Player Model

B. Monterrat - Université de Lyon

Page 17: Toward Personalised Gamification for Learning Environments

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Gamification layerLearning Environment

The User Model for Adaptive Gamification

Learner Model Player Model

Collected data Calculated data

• Player type

• Engagement level

B. Monterrat - Université de Lyon

Page 18: Toward Personalised Gamification for Learning Environments

I – USER DATA• Age• Gender• Location

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Gamification layerLearning Environment

The User Model for Adaptive Gamification

Learner Model Player Model

Collected data Calculated data

III - ENVIRONMENT DATA• Learning context• Size of the group• Date, hour• Device

II - USAGE DATA• Session dates• Usage of epiphytes• Response time• Level of success

• Player type

• Engagement level

B. Monterrat - Université de Lyon

Page 19: Toward Personalised Gamification for Learning Environments

1. Collect the trace of interactions between the learner and environment, *2. Detect learner disengagement, *3. Choose a gamified functionality to activate,4. Integrate the gamified functionality within the UI. *

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* User model updates

Gamification Process

B. Monterrat - Université de Lyon

Page 20: Toward Personalised Gamification for Learning Environments

Architecture

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Page 21: Toward Personalised Gamification for Learning Environments

Conclusion and Future works

We explained the interest for gamification to be adaptiveand generic,and proposed a user model and an architecture to support such gamification.

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Page 22: Toward Personalised Gamification for Learning Environments

Conclusion and Future works

We explained the interest for gamification to be adaptiveand generic,and proposed a user model and an architecture to support such gamification.

We are working on the first implementation of this system, based on an environment to learn spelling.Development and assessments will be iterative.

22B. Monterrat - Université de Lyon

Page 23: Toward Personalised Gamification for Learning Environments

Conclusion and Future works

We explained the interest for gamification to be adaptiveand generic,and proposed a user model and an architecture to support such gamification.

We are working on the first implementation of this system, based on an environment to learn spelling.Development and assessments will be iterative.

We hope that this work is a step toward more motivating learning environments.

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Page 24: Toward Personalised Gamification for Learning Environments

B. Monterrat - Université de Lyon 24

Thanks for your attention

[email protected]

Page 25: Toward Personalised Gamification for Learning Environments

Keep in mind…

Game should remain a voluntary activity.

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We can’t turn everything into a game.

Games should not replace learning.

Personalisation to user data has limits.

B. Monterrat - Université de Lyon

Page 26: Toward Personalised Gamification for Learning Environments

Integration of the epiphytic functionalities

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Popup window

Tooltip

Footer

Side Panel

B. Monterrat - Université de Lyon