Contextual Gamification of Social Interaction – Towards Increasing Motivation in Social E-learning

  • Lei Shi
  • Alexandra I. Cristea
  • Suncica Hadzidedic
  • Naida Dervishalidovic
Part of the Lecture Notes in Computer Science book series (LNCS, volume 8613)

Abstract

In current e-learning studies, one of the main challenges is to keep learners motivated in performing desirable learning behaviours and achieving learning goals. Towards tackling this challenge, social e-learning contributes favourably, but it requires solutions that can reduce side effects, such as abusing social interaction tools for ‘chitchat’, and further enhance learner motivation. In this paper, we propose a set of contextual gamificationstrategies, which apply flow and self-determination theory for increasing intrinsic motivation in social e-learning environments. This paper also presents a social e-learning environment that applies these strategies, followed by a user case study, which indicates increased learners’ perceived intrinsic motivation.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    Chen, K.-C., Jang, S.-J.: Motivation in online learning: Testing a model of self-determination theory. Comput. Hum. Behav. 26(4), 741–752 (2010)CrossRefGoogle Scholar
  2. 2.
    Csiksczentmihalyi, M., et al.: Flow: The psychology of optimal experience. Aust. Occup. Ther. J. 51(1), 3–12 (2004)CrossRefGoogle Scholar
  3. 3.
    Csikszentmihalyi, M.: Beyond boredom and anxiety. Jossey-Bass (2000)Google Scholar
  4. 4.
    Domínguez, A., et al.: Gamifying learning experiences: Practical implications and outcomes. Comput. Educ. 63, 380–392 (2013)CrossRefGoogle Scholar
  5. 5.
    Giesbers, B., et al.: Investigating the relations between motivation, tool use, participation, and performance in an e-learning course using web-videoconferencing. Comput. Hum. Behav. 29(1), 285–292 (2013)CrossRefGoogle Scholar
  6. 6.
    Gillet, N., et al.: Intrinsic and extrinsic school motivation as a function of age: the mediating role of autonomy support. Soc. Psychol. Educ. 15(1), 77–95 (2012)CrossRefGoogle Scholar
  7. 7.
    Groh, F.: Gamification: State of the art definition and utilization. In: Proceedings of the 4th Seminar on Research Trends in Media Informatics, pp. 39–46 (2012)Google Scholar
  8. 8.
    Kapp, K.M.: The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons (2012)Google Scholar
  9. 9.
    Moos, D.C., Marroquin, E.: Multimedia, hypermedia, and hypertext: Motivation considered and reconsidered. Comput. Hum. Behav. 26(3), 265–276 (2010)CrossRefGoogle Scholar
  10. 10.
    Neil, R., et al.: Psychology: The Sci. of Behavior. Pearson Education, Incorporated (2007)Google Scholar
  11. 11.
    Raymer, R., Design, E.-L.: Gamification: Using Game Mechanics to Enhance eLearning. Elearn Mag. 2011(9), 3 (2011)CrossRefGoogle Scholar
  12. 12.
    Ryan, R.M., Deci, E.L.: Overview of self-determination theory: An organismic dialectical perspective. In: Ryan, R.M., Deci, E.L. (eds.) Handbook of Self-Determination Research, pp. 3–33. University of Rochester Press, Rochester (2002)Google Scholar
  13. 13.
    Ryan, R.M., Deci, E.L.: Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am. Psychol. 55(1), 68 (2000)CrossRefGoogle Scholar
  14. 14.
    Sackett, A.M., et al.: You’re having fun when time flies the hedonic consequences of subjective time progression. Psychol. Sci. 21(1), 111–117 (2010)CrossRefGoogle Scholar
  15. 15.
    Shi, L., et al.: Social e-learning in topolor: a case study. In: Proceedings of the 7th IADIS Conference e-Learning 2013, pp. 57–64. IADIS Press, Prague (2013)Google Scholar
  16. 16.
    Shi, L., Gkotsis, G., Stepanyan, K., Al Qudah, D., Cristea, A.I.: Social Personalized Adaptive E-Learning Environment: Topolor - Implementation and Evaluation. In: Lane, H.C., Yacef, K., Mostow, J., Pavlik, P. (eds.) AIED 2013. LNCS, vol. 7926, pp. 708–711. Springer, Heidelberg (2013)CrossRefGoogle Scholar
  17. 17.
    Shi, L., et al.: To build light gamification upon social interactions: requirement analysis for the next version of Topolor. In: Proceedings of the 6th York Doctoral Symposium on Computer Science and Electronics (2013)Google Scholar
  18. 18.
    Simões, J., et al.: A social gamification framework for a K-6 learning platform. Comput. Hum. Behav. 29(2), 345–353 (2013)CrossRefGoogle Scholar
  19. 19.
    Street, H.D.: Factors influencing a learner’s decision to drop-out or persist in higher education distance learning. Online J. Distance Learn. Adm. 13(4) (2010)Google Scholar

Copyright information

© Springer International Publishing Switzerland 2014

Authors and Affiliations

  • Lei Shi
    • 1
  • Alexandra I. Cristea
    • 1
  • Suncica Hadzidedic
    • 1
  • Naida Dervishalidovic
    • 2
  1. 1.Department of Computer ScienceUniversity of WarwickCoventryUnited Kingdom
  2. 2.Department of Information SystemsUniversity Sarajevo School of Science and TechnologyBosnia and Herzegovina

Personalised recommendations