Asian American Pacific Islander Month DDSD 2024.pptx
Gamification and Flow
1. Doctoral Dissertation
Creating The Flow:
The Gamification Of Higher Education Courses
Martin Sillaots
15.12.2016
Supervisors:
Mauri Kaipainen
Kai Pata
6. Gamification
The use of game elements in a non-gaming
environment
Game elements = game design elements (Deterding 2011) + gaming metaphors (Marczewski, 2013)
8. Involvement
The act of participating in something
(Brown & Cairns, 2004; IJsselsteijn et al., 2007)
9. Flow
Optimal experience in the level of mind and
body where the user becomes absorbed in the
activity and senses a deep level of enjoyment
(Csikszentmihalyi, 1990)
10. How to use game elements for
involving students?
How to measure involvement?
11. Research Objectives
• Gamification of university level courses
• Evaluation of the level of involvement
• Finding causalities between game end flow
elements
12. Research Questions
RQ1: How students value game elements?
How do students value the game elements in different type of
university courses from the viewpoint of experiencing the flow
in learning?
RQ2: Was the flow achieved?
How does course context influence the successful application of
game elements for experiencing the flow in learning?
RQ3: How game elements influence flow dimensions?
How do different game elements affect the flow components?
20. Design Based Research
• Mixing existing theory with practice
• Improve teaching practice
• Focus on learning process
21. DBR Provide
• New theories – RQ3: How game elements affect
flow dimensions?
• Implementation of existing theories – gamified
course designs
• Adjust the context – RQ2: How course context
influence the application of game elements and
experiencing the flow?
• Assess the design – RQ1: How students value the
game elements in courses design?
(Edelson, 2002)
22. Instructional Design Theory
• Domain theory - how to involve students?
• Design framework - selection and
implementation of game elements in the
course design
• Design methodology
(Edelson, 2002)
30. Case Courses
• Research Methods
– Research Seminar 1 (bachelor)
– Research Seminar 2 (bachelor)
– Research Methods (masters)
• Computer Game Design
– Computer Games (bachelor)
– Game Design (masters)
31. Reason for Gamification
• Research Methods
– Many students experience research methods as dry
and boring
(Winn, 1995)
– Gamification for achieving involvement
• Game Design
– Game like course design supports content delivery
(Sheldon, 2011)
37. Online Questionnaire
• Based on model of GameFlow
(Sweetser & Wyeth, 2005)
• + questions about game elements
– Pilot: 17 questions, 4 point scale
– 1st iteration: 47 questions, 4 point interval scale
– 2nd iteration: 45 questions, 5 point interval scale
• 198 answers (75%)
38. Data Analysis
• Data preparation
• Descriptive statistics
• Validity and reliability evaluation
• Compound variables
• Correlation analysis
• Path analysis
39. Validity and Reliability
• Construct validity: multiple data sources
• Internal validity: in and cross case comparison
• External validity: referencing to similar case studies
• Reliability: triangulation of different researchers
• Reliability of the questionnaire: Cronbach’s Alpha
• Internal consistency of the data: 2 independent
samples T-test
• Retention: data accessible in Internet
41. Path Analysis
• Find causalities among game and flow elements
• Iterative linear regression analysis
• No constants
• Independent variables with highest impact
• Connection Strength: linear regression β weights
• Model compatibility: regression R2 values
(Garbin, n.d.; Olobatuyi, 2006)
44. Feedback to Game Elements
RQ1: How do students value the game elements in different types of
university courses from the viewpoint of experiencing the flow at
learning?
45. Game Elements in Total
NO YESRather No So So
0 0.2 0.4 0.6
YESRather Yes
0.8 1
Total
0.75
56. Control
Immersion =
Merge + Time + Self
R2 = 0.949
Concentration
Immersion = 0.5 x Control + 0.5 x Concentration
Immersion can not be achieved without
concentration and control
58. Balance GoalsFeedback
Control
R2 = 0.973
Immersion =
Merge + Time + Self
R2 = 0.949
Concentration
R2 = 0.981
• For control feedback and clear goals are needed
– e.g. setting or accepting the goals, tracking them
– e.g. feedback provides control over the process
59. Balance GoalsFeedback
Control
R2 = 0.973
Immersion =
Merge + Time + Self
R2 = 0.949
Concentration
R2 = 0.981
• For concentration balance and clear goals are
needed
– e.g. concentration is highest if the challenges are little bit
above the level skills (balance)
– e.g. concentration is easier when goals are clear
61. Discussion …
• Feedback depends on balance and interaction
– e.g. difficulty (balance) is important feedback information
– e.g. interaction provides feedback
• Balance depends on feedback, goals and reward
– e.g. feedback enables balancing
– e.g. it’s challenging (part of balance) to achieve the goals
– e.g. balanced scoring system (reward)
• Clear goals depend on balance and collaboration
– e.g. challenges (part of balance) have goals
– e.g. defining joint objectives for group work (collaboration)
62. • Interaction is created through collaboration, competition and luck
– e.g. collaboration and competition are type of interaction
– e.g. luck (randomly pointed tasks) can trigger interaction
• Extrinsic reward is affected by collaboration, interaction and
competition
– e.g. social acceptance (extrinsic reward) is a part of collaboration
– e.g. scoreboard (competition) is extrinsically rewarding
• Collaboration is affected by the reward and interaction
– e.g. possibility to earn points (reward) motivated to participate in
teamwork
– e.g. no collaboration without interaction
… Discussion
64. Main Outcomes
• Map of game elements
• Gamified courses
• Achieving moderate level of flow
• Refined model of flow
• Conceptual model of game elements
68. Further Study Needed
• Classification of game elements
• Implementation of complex game elements
• Periodical student feedback (ESM)
• Influences on learning results
69. Implications
• Classroom: for instructional designers
• Games: game designers
– Engineering of Flow
– Involvement evaluation
Thank you for the introduction
Dear chairman and members of the defense committee
Dear opponents and supervisors
Dear colleagues and friends
This is a great honor to introduce you the content of my doctoral studies.
My presentation is divided into following sections:
First I introduce the needs and objectives of the study
Secondly I introduce the theoretical background of the study.
Then follows shot overview about research methods
More time will be spent on research results
Presentation ends with the conclusions
Lets begin with the introduction.
Presentation based teaching is dominating
Learners are mostly passive observers
Reason
Online media
Multimedia
Games
Traditional teaching methods are not engaging enough
Methods that increase students involvement and motivation
Gamification is one possibility
Metaphors = Game like thinking and game emotions
Gamification can be used in order to achieve involvement among students and solve problems
Generally it describes a person’s concern and curiosity about something or describes the sharing of activities of a group
In the best case students concentrate on the task in hand so deeply that they lose the sense of time and stop worrying about other things -> Flow
The theory of flow provides a general structure that is suitable for summarizing the aspects of engagement (Sweetser & Wyeth, 2005).
2 Involving them in the level where they feel the flow
Flow Dimensions - aspects or properties that are required for creating an enjoyable experience
Autotelic experience - doing something for its own sake
Sometimes it is difficult to distinguish between merging action-awareness, losing self and time. Some researchers combine and present them with the single element – immersion
Sometimes it is difficult to distinguish between merging action-awareness, losing self and time. Some researchers combine and present them with the single element – immersion
Different instruments exists how to measure the flow.
In general they ask questions about 8 – 9 flow dimensions
They all calculate the flow as a total from all dimensions.
Flow as a total value from all dimensions can generate artificially high results.
e.g. goals are clear but the merging does not take place.
Some of the flow dimensions seam to be enabling factors
Some dimensions seem to be evidences of flow
ESM – periodical (balance)
FSS – end (total of 9)
DFS – end (mostly total 9, some based on evidences – no consensus)
GF – end + immersion, social (total 8)
eGF – end + learning (total 8)
Model of Flow
Causal relationships between flow dimensions
causalities mentioned in the literature
No consensus
And Instructional design [design theories that provide guidelines for helping people to learn and develop
Mixed method
DBR: learning results AND support learning process
[SKIP]
… elements:
1. Domain theory [theoretically justified solutions for problems in the learning domain] - Selected domain theory – gamification.
2. Design framework [design aspects that provide a solution to the problem]
3. Design methodology [DBR process – contains guidelines for the process, not for the result]
2012 - 2016
Literature review – content analysis
Most frequently used Game elements
- interaction
- goals
- levels
- rewards
Network analysis - For describing the connections and for finding the central elements - Challenges
Concept mapping for clarifying the diagram – to clarify central elements, and connections
Gamification of 5 courses (10 cases) from 2 different contexts
[SKIP]
Game Flow because it is designed for measuring the flow from game-like experiences
Results from different iterations were converted into percentages in order to make them comparable with each other
Preparation - same scale, empty fields and rows, missing values - mean
Descriptive – mean, SD. Flow from 3 dimensions (Time, Self, Merge). T-test (the influence of the context)
[SKIP]
Cronbach’s Alpha
internal consistency of the collected data
if the alpha is bigger then 0,7 then internal consistency of the data is high
Alpha is higher if the test item intercorrelation is high – if all items measure the same construct
T-test
comparing means of randomly formed groups for every question.
It was tested whether randomly generated groups would differ significantly
Significant differences could indicate inconsistency of collected data
None of the variables generated two-tailed p-values smaller then 0.05.
differences between randomly generated group means are statistically insignificant and data internal consistency is high
[SKIP]
45 single questions were combined in to 14 (12) compound variables
Means
No constant
Independent variables with highest impact
Total outcome was rather positive
- Character - Used only for safe names, Not integrated with other game elements
- Luck - No equal chance, Not Fair. Explain, other options
~ Reward - motivating
~ Competition – controversial thought
+ Collaboration – mostly OK, In one case CG 13 lot of problems
+ Feedback – no game without feedback (differ from class)
+ Interaction – student Presentations, Debates, quizzes – engagement
+ Goals – no difference between games and courses
Lowest RM 13 – not well explained the meaning of RND and competition
+ Balance – sufficient effort, difficulty increased
+ Control – felt control
+ Concentration – easy to concentrate
+ Merging – Sufficiently high
- Loosing Self - Not so deep immersion – in non game conditions it is difficult to achieve
~ Time - Not so deep but time was passing faster
Total – average from: Time + Self + Merge
Lowest in CG13 – teamwork, physical classroom, …
Iteration 1:
One by one every flow dimension was used as a dependent variable, rest of the flow elements as independent variables
Finding main outcome flow element
Iteration 2:
Main outcome flow dimension was used as a dependent variable, all others as independent variables
Finding flow enabling factors
Strength of the connection: beta weights
Iteration 3:
Every enabling factor was used as an dependent variable, all others as independent variables
Finding second level enabling factors
Iteration 4:
Every second level enabling factor was used as dependent variable, all other flow and game elements as independent variables
Finding connections between flow dimensions and game elements
2-directional connections
Most important game element – challenge
Gamification mostly perceived well – except Avatar
Flow – merge OK, Time, Self NOT
Based on literature and empirical data.
Concept map of Came and flow elements
outcomes may be influenced by the nature of the course or by the skills and knowledge of the teacher
Broader generalizations can’t be made
Effect on learning results was not studied
ESM – Experience Sampling Method
Where higher level of involvement is desired:
Dear defense committee – thank you for interesting questions
Dear opponents – thank you for great debate
Dear colleagues and friends – thank you for the support