play to collect data with children at school
DESCRIPTION
TERENCE data gathering methods for its context of use analysis, constrained by time and spaceTRANSCRIPT
T. Di MascioUnivAQ
Gamify your Field Studiesfor Learning about Your Learners
R. Gennari, A. MelonioUniBZ
http://www.terenceproject.eu
Outline ofthis story
Incipit
Climax
Resolution
a TEL project for children
and its context of use
analysed via gami:ied :ield studies
that inform design decisions
Outline ofthis story
Incipit
Climax
Resolution
a TEL project for children
and its context of use
analysed via gami:ied :ield studies
that inform design decisions
T ER EN C E
Outline ofthis story
Incipit
Climax
Resolution
a TEL project for children
and its context of use
analysed via gami:ied :ield studies
that inform design decisions
TERENCE in a nutshellTERENCE is a collabora/ve FP7 project ‣ for Technology Enhanced Learning (TEL)‣ for children with specific text comprehension problems and their educators‣ for developing and adap/ve learning system that recommends its learners the adequate learning material, made of digital
TERENCE in a nutshellTERENCE is a collabora/ve FP7 project ‣ for Technology Enhanced Learning (TEL)‣ for children with specific text comprehension problems and their educators‣ for developing and adap/ve learning system that recommends its learners the adequate learning material, made of digital
‣ books of stories
TERENCE in a nutshellTERENCE is a collabora/ve FP7 project ‣ for Technology Enhanced Learning (TEL)‣ for children with specific text comprehension problems and their educators‣ for developing and adap/ve learning system that recommends its learners the adequate learning material, made of digital
Who runs fast?‣ books of stories‣ and smart games for reasoning about stories
TERENCE in a nutshellTERENCE is a collabora/ve FP7 project ‣ for Technology Enhanced Learning (TEL)‣ for children with specific text comprehension problems and their educators‣ for developing and adap/ve learning system that recommends its learners the adequate learning material, made of digital
‣ How do we design the TERENCE learning material and overall system so as to be
Who runs fast?‣ books of stories‣ and smart games for reasoning about stories
TERENCE in a nutshellTERENCE is a collabora/ve FP7 project ‣ for Technology Enhanced Learning (TEL)‣ for children with specific text comprehension problems and their educators‣ for developing and adap/ve learning system that recommends its learners the adequate learning material, made of digital
‣ How do we design the TERENCE learning material and overall system so as to be
Who runs fast?‣ books of stories‣ and smart games for reasoning about stories
‣ usable by its users
TERENCE in a nutshellTERENCE is a collabora/ve FP7 project ‣ for Technology Enhanced Learning (TEL)‣ for children with specific text comprehension problems and their educators‣ for developing and adap/ve learning system that recommends its learners the adequate learning material, made of digital
‣ How do we design the TERENCE learning material and overall system so as to be
Who runs fast?‣ books of stories‣ and smart games for reasoning about stories
‣ and effec>ve for them?‣ usable by its users
Data for context of use from childrenstart
no
release
yesok?
gather data specify requirements
designdevelop
evaluation
Data for context of use from childrenstart
no
release
yesok?
gather data specify requirements
designdevelop
evaluation
282 learners in Italy
226 learners in UK
30 school educators
10 domain experts
Data for context of use from childrenstart
no
release
yesok?
gather data specify requirements
designdevelop
evaluation
282 learners in Italy
226 learners in UK
30 school educators
10 domain experts
how to do that with so many young learners at school?
Outline ofthis story
Incipit
Climax
Resolution
a TEL project for children
and its context of use
analysed via gami:ied :ield studies
that inform design decisions
Challenges in collecGng data from childrenReliability of collected data:
‣ children might become anxious at the thought of taking a test (Rubin 1995) and hence not express their true selves,
‣ thus direct methods should be avoided (Druin 2010)
Challenges in collecGng data from childrenReliability of collected data:
‣ children might become anxious at the thought of taking a test (Rubin 1995) and hence not express their true selves,
‣ thus direct methods should be avoided (Druin 2010)
Drop-‐outs easily occur ‘cause for children (Chiasson and Gutwin 2005)
‣ “mo>va>on and engagement are [...] important”
‣ “children [need] to see the results of their ac>ons immediately”
Challenges in collecGng data from childrenReliability of collected data:
‣ children might become anxious at the thought of taking a test (Rubin 1995) and hence not express their true selves,
‣ thus direct methods should be avoided (Druin 2010)
Drop-‐outs easily occur ‘cause for children (Chiasson and Gutwin 2005)
‣ “mo>va>on and engagement are [...] important”
‣ “children [need] to see the results of their ac>ons immediately”
School/environment constraints: ac>vi>es should
‣ involve an en>re class,
‣ respect school >me-‐tables, e.g., each session should last no longer than 2 hours
Outline ofthis story
Incipit
Climax
Resolution
a TEL project for children
and its context of use
analysed via gami:ied :ield studies
that inform design decisions
What we did: we gamified data gatheringGamificaGon is the usage of game-‐play elements in a non-‐game context for engaging and mo>va>ng users, e.g., in ac>vi>es
What we did: we gamified data gathering
Reliability of collected data‣ can be achieved if children get engaged in diverse progressive
challenges for diverse skills
GamificaGon is the usage of game-‐play elements in a non-‐game context for engaging and mo>va>ng users, e.g., in ac>vi>es
What we did: we gamified data gathering
Reliability of collected data‣ can be achieved if children get engaged in diverse progressive
challenges for diverse skills
GamificaGon is the usage of game-‐play elements in a non-‐game context for engaging and mo>va>ng users, e.g., in ac>vi>es
Drop-‐outs‣ can be avoided via >mely usable feedback and engagement
What we did: we gamified data gathering
Reliability of collected data‣ can be achieved if children get engaged in diverse progressive
challenges for diverse skills
GamificaGon is the usage of game-‐play elements in a non-‐game context for engaging and mo>va>ng users, e.g., in ac>vi>es
Drop-‐outs‣ can be avoided via >mely usable feedback and engagement
School/environment constraints require we
‣ involve all children in social ac>vi>es,‣ a linear planning/storyline and engagement for mee>ng >me-‐tables
What we did: we gamified data gathering
Reliability of collected data‣ can be achieved if children get engaged in diverse progressive
challenges for diverse skills
GamificaGon is the usage of game-‐play elements in a non-‐game context for engaging and mo>va>ng users, e.g., in ac>vi>es
Drop-‐outs‣ can be avoided via >mely usable feedback and engagement
School/environment constraints require we
‣ involve all children in social ac>vi>es,‣ a linear planning/storyline and engagement for mee>ng >me-‐tables
What we did: we gamified data gathering
Reliability of collected data‣ can be achieved if children get engaged in diverse progressive
challenges for diverse skills
GamificaGon is the usage of game-‐play elements in a non-‐game context for engaging and mo>va>ng users, e.g., in ac>vi>es
‣ But which gamifica9on ‘model’, i.e., what of game-‐play can ensure us we really engage our learners in our data collec9on?
Drop-‐outs‣ can be avoided via >mely usable feedback and engagement
School/environment constraints require we
‣ involve all children in social ac>vi>es,‣ a linear planning/storyline and engagement for mee>ng >me-‐tables
Gamification: diverse views
The “video game uses and gratifications” model (Sherry & Lucas 2003) says that different players engage in games for different gratifications: competition challenge diversion arousal fantasy social interaction
Gamification: diverse views
Flows are engaging activities (e.g., games) with a balance between challenges and skills, and for (Kiili 2005) are realised in games via:balanced challenges and skills timely usable feedback clear goals immersive storylines intrinsic rewards
The “video game uses and gratifications” model (Sherry & Lucas 2003) says that different players engage in games for different gratifications: competition challenge diversion arousal fantasy social interaction
Gamification: diverse views
The motivational model (Przybylski et al. 2010) explains engagement in games in relation to the satisfaction of universal basic needs:autonomy competence relatedness needs
Flows are engaging activities (e.g., games) with a balance between challenges and skills, and for (Kiili 2005) are realised in games via:balanced challenges and skills timely usable feedback clear goals immersive storylines intrinsic rewards
The “video game uses and gratifications” model (Sherry & Lucas 2003) says that different players engage in games for different gratifications: competition challenge diversion arousal fantasy social interaction
Gamification: diverse views
Which are the preferred avatars?Which are the preferred avatars?
Goals: describe children’s preferred avatars
Moves: cards with game consoles are in a box; in turn, each player picks up the cards of the consoles the player uses and describes her/his preferred avatars for the consoles
Feedback: a moderator assists, and provides children with support if necessary
Gamified data gathering 1
Which are the preferred avatars?Which are the preferred avatars?
Autonomy: children are free to par/cipate, to say what they wish
Relatedness: each learner feels part of the class by telling about their own experiences
Competence: verbal skills
Gamified data gathering 1
Which are the preferred acGviGes?Which are the preferred acGviGes?
Goals: describe children’s preferred extracurricular ac>vi>es
Moves: each learner received a paper sheet with s>ckers represen>ng ac>vi>es (e.g., going on the internet) and a blank sheet with 3 empty circles represen>ng morning, aYernoon and evening. Learners have to paste s>ckers into the per>nent circles or draw ac>vi>es.
Feedback: a moderator assists, and supports children if necessary
Gamified data gathering 2
Which are the preferred acGviGes?Which are the preferred acGviGes?
Autonomy: children are free to par>cipate or not, to a[ach what they wish
Relatedness: each learner feels part of the class by showing the class their own choices
Competence: non-‐verbal skills
Gamified data gathering 2
Morale: game overPros:– reliable and dependable data for creating fine-‐grained learner profiles as triangulated with data from domain experts or referent adults
– gamifica>on of data gathering with learners was engaging for children and their teachers to the point that – schools par>cipated in the prosecu>on of TERENCE ac>vi>es (“let’s play again” effect)
– there were no drop-‐outs– school constraints were respected
Morale: game overPros:– reliable and dependable data for creating fine-‐grained learner profiles as triangulated with data from domain experts or referent adults
– gamifica>on of data gathering with learners was engaging for children and their teachers to the point that – schools par>cipated in the prosecu>on of TERENCE ac>vi>es (“let’s play again” effect)
– there were no drop-‐outs– school constraints were respected
Contras:– considerable resources and personnel for construc>ng data gathering
material and specifying protocols/storyline– the method leads to collec>ng poorly structured huge diversified data
which requires considerable analysis >mes
IncipitTEL for children
Climaxwith a challenging context of use
Resolutionanalysed via gamified field studies
End of story
IncipitTEL for children
Climaxwith a challenging context of use
Resolutionanalysed via gamified field studies
End of story
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