Game-based assessment tool using convergence of gamification and motivation theory in intelligent tutoring system
As the online education market grows steadily, video lecture–based online educational environments such as the massive open online course (MOOC), open courseware (OCW), and flipped classroom are being used diversely in informal as well as formal education. However, since the learning in the online e...
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| Published in | Personal and ubiquitous computing Vol. 27; no. 3; pp. 1149 - 1159 |
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| Main Authors | , , , |
| Format | Journal Article |
| Language | English |
| Published |
London
Springer London
01.06.2023
Springer Nature B.V |
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| Online Access | Get full text |
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| Abstract | As the online education market grows steadily, video lecture–based online educational environments such as the massive open online course (MOOC), open courseware (OCW), and flipped classroom are being used diversely in informal as well as formal education. However, since the learning in the online educational environment is predominantly conducted by the learners themselves, problems such as low motivation, low concentration, and low completion rates have been identified. For this paper, we developed a game-based assessment tool that can enhance the learning motivation and concentration and automatically determine if the learning without mind-wandering has been completed; accordingly, we applied it in university classes as part of a verification experiment to investigate the educational usability. The experiment results showed that the game-based assessment tool positively impacted the learning motivation and reduced the learning burden; besides, all of the subjects could enjoy both parts of the game-based assessment tool regardless of his/her learning ability. Finally, a sufficiently high potential was identified regarding the educational usability of the game-based assessment tool. |
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| AbstractList | As the online education market grows steadily, video lecture–based online educational environments such as the massive open online course (MOOC), open courseware (OCW), and flipped classroom are being used diversely in informal as well as formal education. However, since the learning in the online educational environment is predominantly conducted by the learners themselves, problems such as low motivation, low concentration, and low completion rates have been identified. For this paper, we developed a game-based assessment tool that can enhance the learning motivation and concentration and automatically determine if the learning without mind-wandering has been completed; accordingly, we applied it in university classes as part of a verification experiment to investigate the educational usability. The experiment results showed that the game-based assessment tool positively impacted the learning motivation and reduced the learning burden; besides, all of the subjects could enjoy both parts of the game-based assessment tool regardless of his/her learning ability. Finally, a sufficiently high potential was identified regarding the educational usability of the game-based assessment tool. |
| Author | Yang, Yeongwook Jo, Jaechoon Yi, Eunsun Choi, Shin-hyeong |
| Author_xml | – sequence: 1 givenname: Jaechoon surname: Jo fullname: Jo, Jaechoon organization: Division of Computer Engineering, Hanshin University – sequence: 2 givenname: Eunsun surname: Yi fullname: Yi, Eunsun organization: Department of Computer Science Engineering, Korea University – sequence: 3 givenname: Yeongwook surname: Yang fullname: Yang, Yeongwook organization: Department of Computer Science Engineering, Korea University – sequence: 4 givenname: Shin-hyeong orcidid: 0000-0001-7768-4680 surname: Choi fullname: Choi, Shin-hyeong email: cshinh@kangwon.ac.kr organization: Division of Electrical, Control & Instrumentation Engineering, Kangwon National University |
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| References_xml | – reference: DietzJSatisfaction: a behavioral perspective on the consumerJ Consum Mark199714401404 – reference: LawsheCHA quantitative approach to content validityPers Psychol197528456357510.1111/j.1744-6570.1975.tb01393.x – reference: KimS-HEffects of perceived attributes on the purchase intention of smart-phoneJ Korea Contents Assoc201010931832610.5392/JKCA.2010.10.9.318 – reference: In-Jun H, Seong-Il L (2010) The study of knowing the intention to adopt smartphone by extending Technology Acceptance Model. Paper presented at the Korean Institute of Industrial Engineers 2010 Conference – reference: RichardsonCARabieeFA question of access: an exploration of the factors that influence the health of young males aged 15 to 19 living in Corby and their use of health care servicesHealth Educ J200160131610.1177/001789690106000102 – reference: Sallam MH, Martín-Monje E, Li Y (2020) Research trends in language MOOC studies: a systematic review of the published literature (2012–2018). Comput Assist Lang Learn:1–28 – reference: WilsonFRPanWSchumskyDARecalculation of the critical values for Lawshe’s content validity ratioMeas Eval Couns Dev201245319721010.1177/0748175612440286 – reference: SpencerLMSpencerYSpencerSCompetence at work. Models for superior performance2011New YorkJohn Wiley & Sons1269.37022 – reference: IgbariaMParasuramanSBaroudiJJA motivational model of microcomputer usageJ Manag Inf Syst199613112714310.1080/07421222.1996.11518115 – reference: KimHJJungCHThe impacts of commodity and user characteristics on customersʼ intention to reuse in mobile banking servicesJ Bus Educ200821215246 – reference: SeggernVMarilynYNancyJThe focus group method in libraries: issues relating to process and data analysisRef Serv Rev200331327228410.1108/00907320310486872 – reference: Krueger RA, Casey MA (2014) Focus groups: a practical guide for applied research. Sage publications – reference: BrunerIIGCKumarAApplying TAM to consumer usage of handheld Internet devicesJ Bus Res200558555355810.1016/j.jbusres.2003.08.002 – reference: Morgan DL (1996) Focus groups as qualitative research, vol 16. Sage publications – reference: Suh C-K, Seong S-J (2004) Individual characteristics affecting user’s intention to use internet shopping mall. Asia Pac J Inf Syst 14 – reference: WangJSenecalSMeasuring perceived website usabilityJ Internet Commer2007649711210.1080/15332860802086318 – reference: LeeYNLeeLYParkHHParkSHThe study on brand image by relationship quality (satisfaction, trust, commitment) of family restaurants effects on brand loyalty: focusing on customers at their twentiesJ Korea Hotel Resort Assoc200762221238 – reference: Davis FD (1989) Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Q 319–340 – reference: LeeYIA study on the smart-phone TAM and satisfaction of college studentsJ Korea Res Acad Distrib Manag201013593110 – reference: Dai HM, Teo T, Rappa NA (2020) Understanding continuance intention among MOOC participants: the role of habit and MOOC performance. Comput Human Behavior 112 – reference: LinC-CExploring the relationship between technology acceptance model and usability testInf Technol Manag2013143243255299737310.1007/s10799-013-0162-0 – reference: Goopio J, Cheung C (2020) The MOOC dropout phenomenon and retention strategies. J Teach Travel Tour:1–21 – reference: Friedman T (2013) Revolution hits the universities. New York Times 26(1) – reference: Choi M-s (2011) A study on the influence of factors such as personal innovativeness, social influence and user interface on smart phone acceptance: based on an expanded technology acceptance model. The Graduate School of Ewha Womans University – reference: Oliver RL (2014) Satisfaction: a behavioral perspective on the consumer. Routledge – reference: Littenberg-Tobias J, Reich J (2020) Evaluating access, quality, and equity in online learning: a case study of a MOOC-based blended professional degree program. 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