Application for Innovative Gamified E-Service (Applikation För Innovativ E-Service)
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Teknik och samhälle Datavetenskap Examensarbete 15 högskolepoäng, grundnivå Application for innovative gamified e-service (Applikation för innovativ e-service) David Beer & Anders Frid Degree: Bachelor Thesis 180 HP Handler: José María Font Main field: Computer Science Second reviewer: Shahram Jalaliniya Program: Application development Abstract Motivation from students that studies at higher educational institutes can sometimes be minimalistic at different times. This can depend on different reasons, such as boring lectures, bad assignments or that the student does not feel the social belonging to their class. With this study, we want to help the students by increasing their motivation with the use of gamification in an e-service. Through a collaboration with Marcus Lindstedt that studies game development at Malmö Högskola, we created an e-service that contains gamification elements to motivate students. The prototype that is created is not supposed to replace the student's current e-service but should be seen as a complement to increase motivation. To test if the students felt more motivated after using this prototype, we gave 10 students the opportunity to test it during a ten minutes time period. The results from the students were then gathered from a questionnaire that consists of a number of questions regarding this prototype and motivation. Sammanfattning Motivation hos studenter som studerar på högskolor eller universitet kan ibland vara minimal vid olika tillfällen. Detta kan bero på olika anledningar, så som tråkiga föreläsningar, dåliga uppgifter eller att man bara inte känner att man passar in i sin klass. Genom denna studie vill vi hjälpa studenterna att få mera motivation genom användandet av spelelement i deras e-service. Genom ett samarbete med Marcus Lindstedt som studerar spelutveckling på Malmö Högskola, så skapade vi en e-service som innehåller spelelement för att motivera studenterna. Denna prototyp är inte i första hand tänkt att byta ut studenternas nuvarande e-service utan skall först ses som ett komplement för att höja motivationen. För att testa om studenterna känner sig mer motiverade efter användandet av prototypen så satte vi ihop test där studenterna fick prova på att använda denna prototyp under en tio minuters period. Resultaten från studenterna är sammanställda genom en enkät som består av ett antal frågor angående denna prototyp och motivation. Contents 1 INTRODUCTION ................................................................................................................................ 1 1.1 PURPOSE .................................................................................................................................................... 3 1.2 RESEARCH QUESTIONS ............................................................................................................................... 3 1.3 RESEARCH SCOPE ....................................................................................................................................... 3 1.4 EXPECTED RESULTS ................................................................................................................................... 4 1.5 DISPOSITION OF THE THESIS ....................................................................................................................... 4 2 METHODOLOGY ............................................................................................................................... 5 2.1 SYSTEMATIC LITERATURE REVIEW ............................................................................................................. 5 2.2 APPLYING STATE-OF-THE-ART GAME DESIGN GUIDELINES......................................................................... 6 2.3 SUGGESTION TOWARDS A GAMIFIED SYSTEM ............................................................................................. 6 2.3.1 FRAMEWORKS CONSIDERED FOR DEVELOPING WEB APPLICATIONS ........................................................ 7 2.3.2 CHOOSING A POSSIBLE WEB FRAMEWORK ............................................................................................... 7 2.4 DEVELOPING WITH ANGULAR 2 ................................................................................................................. 8 2.5 GAMIFICATION ELEMENTS IMPLEMENTED .................................................................................................. 9 2.6 EVALUATING THE APPLICATION ............................................................................................................... 10 3 SOLUTION ....................................................................................................................................... 12 3.1 OVERVIEW OF THE SYSTEM ...................................................................................................................... 12 3.2 COMPONENTS IMPLEMENTED IN THE APPLICATION .................................................................................. 12 3.3 GAMIFICATION ELEMENTS IMPLEMENTED ................................................................................................ 14 4 RESULTS ......................................................................................................................................... 17 4.1 RESPONSIVENESS RESULTS FROM THE DEVELOPMENT ............................................................................. 17 4.2 RESULTS OF THE QUESTIONNAIRE ............................................................................................................ 18 4.3 SUMMARY OF THE QUESTIONNAIRE RESULTS ........................................................................................... 20 5 ANALYSIS AND DISCUSSION ......................................................................................................... 20 5.1 GAMIFIED APPLICATION = MORE MOTIVATION? ....................................................................................... 21 5.2 POSSIBLE TO IMPLEMENT A GAMIFIED E-LEARNING SYSTEM? .................................................................. 21 5.3 DID WE GET GOOD USER COVERAGE? ....................................................................................................... 22 6 CONCLUSIONS AND PROPOSITIONS FOR FURTHER RESEARCH ................................................. 23 BIBLIOGRAPHY LIST ......................................................................................................................... 24 1 Introduction According to Europe 2020 indicators, there is an increasing rate of students who drop out of higher institute educations (European Commission. 2015). Reasons for the increasing dropout rates have been discussed at great length by researchers, especially within the area of computer science (Saurabh Pal. 2012 and Tinto. 2006) and the reasons for student dropouts may vary. Some students feel that the education did not live up to their expectations or that the courses in their education were too challenging. Other students drop out due to lack of motivation (Europeancommission.2015). To address the increasing rate of student dropouts’ due to lack of motivation, we have investigated key terms surrounding motivation, e-learning, and gamification, to be able to develop a gamified application. Motivation in learning is a key aspect to analyze when discussing student dropout rates. Motivation can be divided into two specific categories called intrinsic motivation and extrinsic motivation. Intrinsic motivation refers to actions taken for self-interest and curiosity. Extrinsic motivation concerns motivation from recognition or grades rather than motivation out of curiosity (Bartel and Hagel. 2014 and Llorens-Largo et al. 2016). Studies have also shown that computer games increase student motivation (Ibrahim and Jaafar. 2009). E-learning As the problem in question concerns student motivation, it is necessary to understand the concept of electronic learning. Electronic learning(e-learning) is about learning over distance by using a medium like the internet, which is completely virtualized (Lara et al. 2014). E-learning has both positive and negative features which need to be taken in to account. One of the weaknesses with e-learning is lack of a concrete teacher who has little to no follow-up with the students. This leads to a lack of personal supervision by the teacher. Supervision of student behavior is essential for detecting problems. On the other hand, e-learning has several strengths such as flexibility, interactivity and focus on the learner (Mihaela Cojocariu et al. 2016). Classcraft is one e-learning tool designed as a Massive- Multiplayer-Online (MMO) that uses game mechanics to engage students and evolve the learning experience (Classcraft. n.d.). Students are divided into teams and are rewarded for helping each other. Classcraft uses both negative and positive reinforcements, like giving students the possibility to earn the right to eat in class or get an answer handed to them on an exam. Kahoot is another e-learning tool that is designed as a game show, where the teacher acts as the host (Kahoot. 2017). Kahoot is widely used in elementary and secondary schools. In the US, twenty million students use Kahoot on a monthly basis (Singer. 2016). Both Classcraft and Kahoot incorporate gamification elements in their creations. Gamification will be further described in the following section. Gamification Gamification has turned out to be somewhat of a new research area in computer science and extensive amount of research have