iealyon School of Management, Jean Moulin Lyon 3 University, LIRIS lab
Evaluating the integration of game elements adapted to students in a digital learning environment to support motivation and engagement: this is the scientific and pedagogical project that was carried out in the Lyon area, with the dual aim of innovating and training teachers in gamification. Six game elements, developed in collaboration with teachers, were added to the mathematics educational content. A first experimentation was conducted during pedagogical activities on tablets during 6 weeks, in 12 classes, with elements randomly assigned to students. The results show that gamification has an overall positive impact for those who are less motivated initially, but that this impact differs depending on the nature of the game element, the initial motivation and the learners’ player profile. Based on these factors, a game element adaptation engine was developed to assign the most adapted game element to each student. A second experiment over 6 weeks, in 11 classes, showed that the adaptation of game elements increases the intrinsic motivation of the students for the pedagogical activity, compared to non-adapted elements. Other contributions concern the design and analysis of motivational affordances and learner engagement.
Audrey Serna (LIRIS, INSA Lyon), Jean-Charles Marty (Université Savoie Mont Blanc, LIRIS), Stéphane Simonian (ECP, Lyon 2)
Stuart Hallifax (2017-2020) - Adaptive gamification of digital learning ressources
Lavoué E., Monterrat B., Desmarais M., George S. (2019) Adaptive Gamification for Learning Environments, IEEE Transactions on Learning Technologies, 12, 1, 16-28.
Monterrat B., Lavoué, É., George S. Adaptation of gaming features for motivating learners, Simulation and Gaming, 48(5), p. 625-656, 2017.
Lavoué, É, Ju, Q., Hallifax, S., Serna, A. Analyzing the relationships between learners’ motivation and observable engaged behaviors in a gamified learning environment. International Journal of Human-Computer Studies, 154, 102670, 2021. doi : 10.1016/j.ijhcs.2021.102670.
Hallifax, S., Lavoué, E. Serna, A. (2020). To tailor or not to tailor gamification? An analysis of the impact of tailored game elements on learners’ behaviours and motivation. Artificial Intelligence in Education. AIED 2020. Lecture Notes in Computer Science, vol 12163. Springer, Cham, p.216-227. HAL : hal-02573200
Stuart Hallifax, Audrey Serna, Jean-Charles Marty, Guillaume Lavoué, Elise Lavoué. Factors to Consider for Tailored Gamification. 6th ACM SIGCHI Annual Symposium on Computer-Human Interaction in Play (CHI PLAY’19), 22 October 2019, Barcelona (Spain), p. 559-572. HAL : hal-02185647. Honorable Mention Award (top 4%)
Reyssier, S., Hallifax, S., Serna, A., Marty, J.-C., Simonian, S. & Lavoué, E. The impact of game elements on learner motivation: influence of initial motivation and player profile. IEEE Transactions on Learning Technologies, 2022. To be published