How Personalization Affects Motivation in Gamified Review Assessments.

Autor: Rodrigues L; Institute of Mathematics and Computer Sciences, University of São Paulo, São Carlos, Brazil., Palomino PT; HCI Games Group, University of Waterloo, Stratford, ON Canada.; Center for Excellence in Social Technologies (NEES), Federal University of Alagoas, Maceió, Brazil., Toda AM; Institute of Mathematics and Computer Sciences, University of São Paulo, São Carlos, Brazil.; Durham University, Durham, United Kingdom., Klock ACT; Gamification Group, Tampere University, Tampere, Finland., Pessoa M; Amazonas State University, Manaus, Brazil.; Institute of Computing, Federal University of Amazonas, Manaus, Brazil., Pereira FD; Center for Excellence in Social Technologies (NEES), Federal University of Alagoas, Maceió, Brazil.; Department of Computer Science, Federal University of Roraima, Roraima, Brazil., Oliveira EHT; Institute of Computing, Federal University of Amazonas, Manaus, Brazil., Oliveira DF; Institute of Computing, Federal University of Amazonas, Manaus, Brazil., Cristea AI; Durham University, Durham, United Kingdom., Gasparini I; Department of Computer Science, Santa Catarina State University, Joinville, Brazil., Isotani S; Institute of Mathematics and Computer Sciences, University of São Paulo, São Carlos, Brazil.; Graduate School of Education, Harvard University, Cambridge, MA USA.
Jazyk: angličtina
Zdroj: International journal of artificial intelligence in education [Int J Artif Intell Educ] 2023 Jan 10, pp. 1-38. Date of Electronic Publication: 2023 Jan 10.
DOI: 10.1007/s40593-022-00326-x
Abstrakt: Personalized gamification aims to address shortcomings of the one-size-fits-all (OSFA) approach in improving students' motivations throughout the learning process. However, studies still focus on personalizing to a single user dimension, ignoring multiple individual and contextual factors that affect user motivation. Unlike prior research, we address this issue by exploring multidimensional personalization compared to OSFA based on a multi-institution sample. Thus, we conducted a controlled experiment in three institutions, comparing gamification designs ( OSFA and Personalized to the learning task and users' gaming habits/preferences and demographics) in terms of 58 students' motivations to complete assessments for learning. Our results suggest no significant differences among OSFA and Personalized designs, despite suggesting user motivation depended on fewer user characteristics when using personalization. Additionally, exploratory analyses suggest personalization was positive for females and those holding a technical degree, but negative for those who prefer adventure games and those who prefer single-playing. Our contribution benefits designers, suggesting how personalization works; practitioners, demonstrating to whom the personalization strategy was more or less suitable; and researchers, providing future research directions.
Supplementary Information: The online version contains supplementary material available at 10.1007/s40593-022-00326-x.
Competing Interests: Competing interestsThe authors have no relevant financial or non-financial interests to disclose.
(© International Artificial Intelligence in Education Society 2023, Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.)
Databáze: MEDLINE
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