finding the fun: gameful design of classroom goal structures for motivating student performance

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Finding the Fun: Gameful Design of Classroom Goal Structures for Motivating Student Performance Robert W. Songer Miyata Lab School of Knowledge Science Japan Advanced Institute of Science and Technology Master’s Defense given on August 19, 2015 Full text paper with references available at https:// dspace.jaist.ac.jp/dspace/handle/10119/12938

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Page 1: Finding the Fun: Gameful Design of Classroom Goal Structures for Motivating Student Performance

Finding the Fun:Gameful Design of Classroom Goal Structures for Motivating Student Performance

Robert W. SongerMiyata Lab

School of Knowledge ScienceJapan Advanced Institute of Science and Technology

Master’s Defense given on August 19, 2015Full text paper with references available at https://dspace.jaist.ac.jp/dspace/handle/10119/12938

Page 2: Finding the Fun: Gameful Design of Classroom Goal Structures for Motivating Student Performance

http://www.mrtoledano.com/gamers 2

Gamers

Page 3: Finding the Fun: Gameful Design of Classroom Goal Structures for Motivating Student Performance

BackgroundGame-Based Learning• The use of full games in educational contexts

Gamification• The use of game design elements in non-game contexts (Deterding, Dixon, Haled, & Nacke, 2011)

Gameful Design• The application of game design principles for game-like experiences

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Page 4: Finding the Fun: Gameful Design of Classroom Goal Structures for Motivating Student Performance

Background – Game-Based Learning

(Garris, Ahlers, & Driskell, 2002) 4

Page 5: Finding the Fun: Gameful Design of Classroom Goal Structures for Motivating Student Performance

Background

Gamification• Reward-oriented• Organization-centered• Pattern-bound

Gameful Design• Skill-oriented• User-centered• Meaning-bound

http://maidrunner.blogspot.jp5

http://www.superbetter.com

Page 6: Finding the Fun: Gameful Design of Classroom Goal Structures for Motivating Student Performance

Background – ProblemsFull games create separate social and psychological contexts• Knowledge transfer decreases with greater differences in contexts

(Klahr & Chen, 2011)

Extrinsic rewards undermine intrinsic motivation• Game rewards distract from personal goals

(Deci, Koestner, & Ryan, 1999)

Efficacy of gamification relies on the context and the individual• Must balance a playful mindset with goals

(Hamari, Koivisto, & Sarsa, 2014)

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Page 7: Finding the Fun: Gameful Design of Classroom Goal Structures for Motivating Student Performance

AimIdentify key elements of game design that support the motivation and performance of learners and can be applied to classroom activities.

Method:1. Review literature in philosophy, psychology, & anthropology2. Study 1 – Identify elements of a playful context vs. enjoyment3. Study 2 – Find relationships between individual traits and outcomes

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Page 8: Finding the Fun: Gameful Design of Classroom Goal Structures for Motivating Student Performance

The Playful Affordances ModelFor evaluating the connection of playful action with experience

Four dimensions:1. Agon “Contest”2. Alea “Chance”3. Mimicry “Imagination”4. Ilinx “Vertigo”

(Caillios, 1961)

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(Songer & Miyata, 2014)

Page 9: Finding the Fun: Gameful Design of Classroom Goal Structures for Motivating Student Performance

Study 1: Playful AffordancesSingaporean students (n = 12) and Japanese students (n = 24) played a business negotiations game in English and answered a survey about their actions and experiences.

Survey items included:• Anticipated enjoyment• Actual enjoyment• Engagement in contest, exploration, imagination, sensation• Experiences of challenge, discovery, creativity, arousal

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THE商社The Shosha

http://www.projectdesign.co.jp/the-shosha

Project Card

Resource Card

Funds

Cash

Assets

Page 10: Finding the Fun: Gameful Design of Classroom Goal Structures for Motivating Student Performance

Study 1: Results for Enjoyment

  SGr(10)

JPr(22)

C1r(7)

C2r(15)

C3r(8)

Pr(34)

Challenge 0.64   0.47* 0.30   0.10   0.17   0.39*Discovery 0.66* 0.62* 0.72* 0.54* 0.86* 0.64*Creativity 0.02   0.59* 0.10   0.59* 0.27   0.50*Arousal 0.69* 0.72* 0.85* 0.24   0.88* 0.70*Achievement 0.66* 0.59* 0.21   0.06   0.81* 0.60*Curiosity 0.32   0.57* 0.67* 0.50* 0.67* 0.53*Fantasy 0.52   0.40   0.64   0.31   0.53   0.44*Thrill 0.82* 0.66* 0.78* 0.58* 0.79* 0.72*

10*p < .05

Correlation of actual enjoyment to playful experiences. SG (Singaporean students), JP (Japanese students), C1 (Cohort 1), C2 (Cohort 2), C3 (Cohort 3), P (Population whole)

Page 11: Finding the Fun: Gameful Design of Classroom Goal Structures for Motivating Student Performance

Study 1: Results for the Model

  SGr(10)

JPr(22)

C1r(7)

C2r(15)

C3r(8)

Pr(34)

Challenge/Achievement

-0.58* 0.71* 0.81* 0.47   0.60   0.54*

Challenge/Contest 0.00   0.76* -0.12   0.51* 0.64* 0.44*Discovery/Curiosity 0.45   0.57* 0.27   0.61* 0.81* 0.56*Discovery/Exploration -0.15   0.10   -0.08   0.42   -0.27   0.12   Creativity/Fantasy 0.40   0.60* 0.15   0.66* 0.45   0.49*Creativity/Imagination

-0.01   0.22   -0.10   0.11   0.85* 0.27  

Arousal/Thrill 0.89* 0.81* 0.73* 0.66* 0.97* 0.81*Arousal/Sensation 0.67* 0.86* 0.84* 0.75* 0.78* 0.78*11

Correlation of items within the same dimension of the Playful Affordances Model. SG (Singaporean students), JP (Japanese students), C1 (Cohort 1), C2 (Cohort 2), C3 (Cohort 3), P (Population whole)

*p < .05

Page 12: Finding the Fun: Gameful Design of Classroom Goal Structures for Motivating Student Performance

Study 2: Skill GrowthJapanese students used a gamified feedback online tool in an English presentation course and an English conversation course.Presentation:• Control (n = 17)• Skill Bars (n = 15)Conversation:• Control – Intermediate ability (n = 12)• Skill Bars – High (n = 19) and low (n = 10)

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Page 13: Finding the Fun: Gameful Design of Classroom Goal Structures for Motivating Student Performance

Study 2: Skill Bars Add-On

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Update Page (Teacher) Profile Page (Student)

Page 14: Finding the Fun: Gameful Design of Classroom Goal Structures for Motivating Student Performance

Study 2: Survey Items

Pretest SurveyInterest in EnglishEffort & PersistenceSelf-Efficacy for EnglishInstrumental MotivationSelf-ConceptPositive & Negative Affect

Posttest SurveyInterest in EnglishEffort & PersistenceSelf-Efficacy for EnglishDispositional Flow

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Page 15: Finding the Fun: Gameful Design of Classroom Goal Structures for Motivating Student Performance

Study 2: Data AnalysisDifferences between groups• Standardized mean difference

(Cohen’s d)

Pre-post matched scores• Raw mean difference D• Cohen’s d

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𝑑=𝑀 1 −𝑀 2

𝑆𝐷𝑝𝑜𝑜𝑙𝑆𝐷 h𝑤𝑖𝑡 𝑖𝑛=

𝑆𝐷𝑑𝑖𝑓𝑓

√2 (1−𝑟 )

Page 16: Finding the Fun: Gameful Design of Classroom Goal Structures for Motivating Student Performance

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CG (Clear Goals), UF (Unambiguous Feedback), CB (Challenge-Skill Balance), AM (Action-Awareness Merging), TC (Total Concentration), SL (Sense of Control), LS (Loss of Self-Consciousness), TT (Transformation of Time), AE (Autotelic Experience)

* significant difference between control and skill bars as per Student’s t-Test (p < .05)

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Cohort 1 – Large negative difference (D < -0.69) Cohort 2 – Small negative difference (D = -0.69 to 0.11)Cohort 3 – Small positive difference (D = 0.11 to 0.92) Cohort 4 – Large positive difference (D > 0.92)

Page 18: Finding the Fun: Gameful Design of Classroom Goal Structures for Motivating Student Performance

Study 2: Results for Presentation ClassControl Group• Higher instrumental motivation:

d = 0.67

• Greater flow experiences:d = 0.77

• Larger gains in self-efficacy and effort & persistence

Skill Bars Group• Lower positive affect:

d = -0.30

• Higher negative affect:d = 0.50

• Larger gains in interest correlated with flow:r(13) = 0.53, p = .04

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Page 19: Finding the Fun: Gameful Design of Classroom Goal Structures for Motivating Student Performance

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CG (Clear Goals), UF (Unambiguous Feedback), CB (Challenge-Skill Balance), AM (Action-Awareness Merging), TC (Total Concentration), SL (Sense of Control), LS (Loss of Self-Consciousness), TT (Transformation of Time), AE (Autotelic Experience)

* significant difference between control and skill bars as per Student’s t-Test (p < .05)† significant difference between low and high ability groups as per Student’s t-Test (p < .05)

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Cohort 1 – Large negative difference (D < -0.84) Cohort 2 – Small negative difference (D = -0.84 to 0.11)Cohort 3 – Small positive difference (D = 0.11 to 1.05) Cohort 4 – Large positive difference (D > 1.05)

Page 21: Finding the Fun: Gameful Design of Classroom Goal Structures for Motivating Student Performance

Study 2: Results for Conversation ClassControl Group• Least frequent flow experiences:

d = -0.42

• Only drop in self-efficacy:d = -0.65

• Large gain in interest, unrelated to measured variables

Skill Bars Groups• Higher scores for clear goals and

unambiguous feedback

• Greatest flow experiences in the high ability group: d = 0.30

• Large gain in self-efficacy for high ability group: d = 0.49

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Page 22: Finding the Fun: Gameful Design of Classroom Goal Structures for Motivating Student Performance

Conclusions

Study 1• Enjoyment of a game activity

designed with limited resources, timed phases, and competition/ cooperation was related to experiences of thrill, arousal, and discovery

Study 2• Gamified elements may support

flow for students with varying relationships to affect and ability• Experiences of flow may be

linked to changes in self-efficacy

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Gameful design elements can satisfy psychological needs through the promotion of a playful mindset and experiences of flow

Literature Review

Page 23: Finding the Fun: Gameful Design of Classroom Goal Structures for Motivating Student Performance

Related Publications

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Songer, R. W., & Miyata, K. (in press). A Playful Affordances Approach to the Design of Gameful Learning. International Journal of Engineering Education: Special Issue on Gamification in Engineering Education.

Songer, R. W., & Miyata, K. (2014). A Playful Affordances Model for Gameful Learning. Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality. Salamanca, Spain: ACM.

Songer, R. W., & Miyata, K. (2014, March). Empowering Students with Gamified Learning Experiences. Poster session presented at The 6th International Symposium on Digital Technologies in Foreign Language Learning, Kyoto.