Résumés
Abstract
The central role of motivation to learn in distance education has been noted, and gamification has been proposed as one approach to promote student motivation. This study explores promoting motivation in a distance education, third-year computer programming course via a gamified approach to improve coursework participation and student experience. Motivation was examined from a Self-Determination Theory (SDT) perspective, as gamified approaches often rely on external motivation and the explicit use of competition to engender internal motivation leading to desired behaviours. The results of using gamification in education are mixed, and its use is controversial. Two cycles of action research on the introduction of eight playful elements are reported on, and data relating to student engagement with the course and a student questionnaire was gathered. There was little evidence that the intervention led to behaviour change or improved scores; however, students responded very positively to the intervention, although some negative themes emerged. The extent to which the playful approach supported the basic psychological needs of SDT is discussed and the intervention’s results critically considered, including whether the effort involved in such an approach was worth it. It was concluded that such playful approaches might have positive motivational effects.
Keywords:
- motivation,
- self-determination theory,
- guided didactic conversation,
- gamification,
- distance learning
Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
Bibliography
- Abu-Dawood, S. (2016). The cognitive and social motivational affordances of gamification in e-learning environment. In Proceedings of the IEEE 16th International Conference on Advanced Learning Technologies, ICALT 2016 (pp. 373-375). doi: 10.1109/ICALT.2016.126
- Adams, P. (2010). Action research. In Encyclopedia of Research Design (pp. 5-10). doi: 10.4135/9781412961288.n3
- Barik, T., Murphy-Hill, E., & Zimmermann, T. (2016). A perspective on blending programming environments and games: Beyond points, badges, and leaderboards. In Proceedings of the IEEE Symposium on Visual Languages and Human-Centric Computing, VL/HCC (pp. 134-142). doi: 10.1109/VLHCC.2016.7739676
- Bartel, A., & Hagel, G. (2016). Gamifying the learning of design patterns in software engineering education. In Proceedings of the 2016 Global Engineering Education Conference (EDUCON) (pp. 74-79). Abu Dhabi, UAE. doi: 10.1109/EDUCON.2016.7474534
- Baskerville, R. L., & Myers, M. D. (2004). Special issue on action research in information systems: Making IS research relevant to practice - Foreword. MIS Quarterly, 28(3), 329-335.
- Bogost, I. (2014). Why gamification is bullshit. In S. P. Walz & S. Deterding (Eds.), The gameful world: Approaches, issues, applications (pp. 65-79). Cambridge, MA: The MIT Press.
- Buckley, P., & Doyle, E. (2014). Gamification and student motivation. Interactive Learning Environments, 24(6), 1162-1175. doi: 10.1080/10494820.2014.964263
- Butgereit, L. (2015). An experiment in using gamification in an information technology distance classroom. In Proceedings of the 44th Conference of the Southern African Computer Lecturers' Association (SACLA) (pp. 69-76). Johannesburg.
- Butler, S., & Ahmed, D. T. (2016). Gamification to engage and motivate students to achieve computer science learning goals. In Proceedings of the 2016 International Conference on Computational Science and Computational Intelligence (pp. 237-240). Las Vegas, USA: IEEE. doi: 10.1109/CSCI.2016.52
- Chen, K. C., & Jang, S. J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26(4), 741-752. doi: 10.1016/j.chb.2010.01.011
- Conger, S. B. (2005). If there is no significant difference, why should we care? The Journal of Educators Online, 2(2), 1-4.
- De Villiers, M. R. (2005). Three approaches as pillars for interpretive Information Systems research: Development research, action research and grounded theory. In Proceedings of the 2005 Annual Research Conference of SAICSIT on IT Research in Developing Countries (pp. 142-151).
- Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. In P. A. M. van Lange, A. W. K. Higgins, & E. T. Higgins (Eds.), Handbook of theories of social psychology (Vol. 1; pp. 416-437). London: Sage Publications. doi: 10.4135/9781446249215.n21
- Denny, P. (2013). The effect of virtual achievements on student engagement. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI '13 pp. 763-772). Paris, France. doi: 10.1145/2470654.2470763
- Deterding, S. (2012). Gamification: Designing for motivation. ACM Interactions, 19(4), 14-17. doi: 10.1145/2212877.2212883
- Deterding, S., Khaled, R., Nacke, L., & Dixon, D. (2011). Gamification: Toward a definition. In Proceedings of the ACM CHI Conference on Human Factors in Computing Systems Gamification workshop (pp. 1-4). Vancouver, Canada. Retrieved from http://gamification-research.org/wp-content/uploads/2011/04/02-Deterding-Khaled-Nacke-Dixon.pdf
- Deterding, S., O'Hara, K., Sicart, M., Dixon, D., & Nacke, L. (2011). Gamification: Using game design elements in non-game contexts. In Proceedings of the 2011 Annual Conference on Human Factors in Computing Systems (CHI 2011; pp. 2425-2428). Vancouver, BC, Canada. doi: 10.1145/1979742.1979575
- Di Nunzio, G. M., Maistro, M., & Zilio, D. (2016). Gamification for machine learning: The classification game. In Proceedings of the Third International Workshop on Gamification for Information Retrieval (pp. 45-52). Pisa, Italy.
- Fotaris, P., Mastoras, T., Leinfellner, R., & Rosunally, Y. (2016). Climbing up the leaderboard: An empirical study of applying gamification techniques to a computer programming class. The Electronic Journal of E-Learning, 14(2), 94-110.
- Garrison, R. (2000). Theoretical challenges for distance education in the 21st century: A shift from structural to transactional issues. The International Review of Research in Open and Distributed Learning, 1(1), 1-8.
- Harrington, B. (2016). TrAcademic. In Proceedings of the 21st Western Canadian Conference on Computing Education (WCCCE '16; pp. 25:1-25:2). Kamloops, BC, Canada: ACM. doi: 10.1145/2910925.2910932
- Hartnett, M., St George, A., & Dron, J. (2011). Examining motivation in online distance learning environments: Complex, multifaceted, and situation-dependent. The International Review of Research in Open and Distributed Learning, 12(6), 20-38.
- Holmberg, B. (1983). Guided didactic conversation in distance education. In David Sewart, D. Keegan, & B. Holmberg (Eds.), Distance education: International perspectives (pp. 114-122). London: Croom Helm.
- Holmberg, B. (1999). The conversational approach to distance education. Open Learning, 14(3), 58-60. doi: 10.1080/0268051990140309
- Huizinga, J. (1970). Homo ludens. London: Temple Smith.
- Hung, A. C. Y. (2017). A critique and defense of gamification. Journal of Interactive Online Learning, 15(1), 57-72.
- Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Design, 10(3), 2-10. doi: 10.1007/978-1-4419-1250-3_3
- Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning, 78, 39-47. doi: 10.1002/tl.7804
- Kelsey, K. D., & D'Souza, A. (2004). Student motivation for learning at a distance: Does interaction matter? Online Journal of Distance Learning Administration, 7(2), 1-10.
- Maia, R. F., & Graeml, F. R. (2015). Playing and learning with gamification: An in-class concurrent and distributed programming activity. In Frontiers in Education Conference (FIE) (pp. 1-6). El Paso, Texas: IEEE. doi: 10.1109/FIE.2015.7344135
- Pineda-Corcho, A. F., & Moreno-Cadavid, J. (2017). Proposal of a gamified virtual learning environment for computer programming courses. In Proceedings of the 2017 IEEE Global Engineering Education Conference (EDUCON) (pp. 1671-1675). Athens, Greece.
- Robb, C. A., & Sutton, J. (2014). The importance of social presence and motivation in distance learning. The Journal of Technology, Management, and Applied Engineering, 31(2), 2-10.
- Robertson, M. (2010). Can't play, won't play. Retrieved from http://www.hideandseek.net/2010/10/06/cant-play-wont-play
- Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67. doi: 10.1006/ceps.1999.1020
- Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371-380. doi: 10.1016/j.chb.2016.12.033
- Salmon, G., Nie, M., & Edirisingha, P. (2010). Developing a five-stage model of learning in Second Life. Educational Research, 52(2), 169-182. doi: 10.1080/00131881.2010.482744
- Seifert, T. (2004). Understanding student motivation. Educational Research, 46(2), 137-149. doi: 10.1080/0013188042000222421
- Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a distance (5th ed.). Boston, MA: Pearson.
- Simpson, O. (2008). Motivating learners in open and distance learning: Do we need a new theory of learner support? Open Learning: The Journal of Open, Distance and E-Learning, 23(3), 159-170. doi: 10.1080/02680510802419979
- Simpson, O. (2012). Supporting students for success in online and distance education (3rd ed.). New York, NY: Routledge.
- Van Roy, R., & Zaman, B. (2017). Why gamification fails in education - and how to make it successful. In M. Ma & A. Oikonomou (Eds.), Serious Games and edutainment applications (Vol. II; pp. 485-509). Chan, Switzerland: Springer International Publishing AG. doi: 10.1007/978-3-319-51645-5_22
- Xie, K., Debacker, T. K., & Ferguson, C. (2006). Extending the traditional classroom through online discussion: The role of student motivation. Journal of Educational Computing Research, 34(1), 67-89. doi: 10.2190/7BAK-EGAH-3MH1-K7C6