Download pdf - Towards Tangible Gamificaiton of Co-design Contexts: Two Studies in Primary Schools

GAMIFICATION OF CO-DESIGN CONTEXTS

Gabriella Dodero

Rosella Gennari

Santina Torello

Alessandra Melonio

Computer Science Faculty http://www.inf.unibz.it

Two Studies in Primary Schools

CHI PLAY


Gabriella Dodero

Rosella Gennari

Santina Torello

Alessandra Melonio



CHI PLAY


Gabriella Dodero

Rosella Gennari

Santina Torello

Alessandra Melonio



CHI PLAY

Primary school is our context…

Friedericks 2011


learner engagementEngagement:

Friedericks 2011


behavioural engagementemotional engagementsocial engagement

Dimensions:

physical engagementcultural engagement…


Friedericks 2011


behavioural engagement emotional engagement social engagement

physical engagement cultural engagement…


Friedericks 2011

Dimensions:

I N G R E D I E N T SGaC C

Co-‐design with children

how designers can create for and with children

Why:

Co-‐design with children

techniques for conceptualizing, developing and evaluating low-‐fidelity prototypes with children

What:

how designers can create for and with children

Why:

Cooperative learning groups

how to foster cooperation of small groups by leveraging on differences

Why:

Cooperative learning groups

strategies, rules and roles for group work

What

how to foster cooperation of small groups by leveraging on differences

Why:

Gamified contexts

how to foster positive achievement emotions for motivating students

Why:

Gamified contexts

creating a game-‐like context

What:

how to foster positive achievement emotions for motivating students

Why:

P R OTO C O LS F O R S T U D I E SGaC C

P R OTO C O LS F O R S T U D I E SGaC C

S T U D I E S F O R G A M E SGaC C


2 0 1 3 : s h o r t e r


2 0 1 3 : s h o r t e r 2 0 1 4 : l o n g e r

2013 shorter-term study

Study design

Study design

2 challengesMission 1:

Study design


4 challenges: (1) idea (2) setting (3) rules (4) interaction

Mission 2:

Study design


4 challenges: (1) idea (2) setting (3) rules (4) interaction

Mission 2: 2 challengesMission 3:

paper based

Study results: output

video

paper based


paper based

app

Study results: outputvideo


G. Dodero, R. Gennari, A. Melonio and S. Torello. A Lean Experience of Game Fabrication: From School to University and Back. In the FabLabs in Educational Context Workshop 2014

design +

evaluation

Study results: co-‐design activity

behaviour

challenges


behaviour

challenges

cooperation

missions

emotions

missions


behaviour

challenges

cooperation

missions

emotions

missions


behaviour

challenges

cooperation

missions

emotions

missions


behaviour

challenges

cooperation

missions

emotions

missions


?

2014 longer-term study roles

Teacher for: recapping the previous week’s work and introducing the new one; concluding by collecting feedback

Game design expert for: rapid formative feedback; validating game design choices at specific moments

Passive observer for: tracking behaviour and emotions; tracking group dynamics

2014 longer-term study more tangibly gamified contexts

Gamification of - cooperative learning roles - cooperative learning rules - co-design tasks and environment across the

long-term activity

Gamification of - cooperative learning roles - cooperative learning rules - co-design tasks and environment across the

long-term activity

Progression bar across missions

Progression bar across missions split in challenges

Coins: contingent completion rewards for challenges

At the shop

At the shop a group can spend coins

At the shop a group can spend coins for buying prototyping objects

At the shop

… but how todecide which?

a group can spend coins for buying prototyping objects

Game-‐like objects for voting

Game-‐like objects for voting and choosing, e.g., the expert card

Expert card at work: “help, game expert”

2014 longer-term study GaCoCo missions

Training, roles and gamified material exploration, group formation and badge creation

1st mission @ school

Mission solved: big applause

1st mission @ school

Game idea doc + avatar prototyping2nd mission @ school

Groups are split in pairs, each works on a game level: doc + prototyping

3rd mission @ school

Groups are rejoined, jointly revising and continuing game levels: doc + prototyping

4th mission @ school

Assembling levels and passage conditions on a given A0 form


Rehearsing presentation of game prototype (A0 form)


(Ch. 1) Presentation6th mission @ university


(Ch. 2) Gallery tour of each game with final:


game prototypes (A0 form);(Ch. 2) Gallery tour of each game with final:


Il#personaggio#principale#di#questo#gioco#è#Giovannino.#Giovannino#si#trova#in#un#posto#dove#c’è#il#mare#ma#fa#molto#freddo#e#al#posto#di#una#spiaggia#ci#sono#metri#e#metri#di#neve.##Questo# posto# è# abitato# da# una# famiglia# di# alieni.# Ci# sono# degli# oggetti#particolari#in#questo#posto:#un#tavolo#volante#ed#una*rosa*aliena#con#delle#spine#senza#punta.##!

Dove si svolge il gioco e quali oggetti e personaggi ci sono?

Lo# scopo# del# gioco# è# quello# di# riuscire# a# sottrarre# il# tavolo# volante# alla#famiglia#di#alieni#e#raggiungere#prima#che#muoia# la#rosa#con# le#spine#senza#punta# che# permetterà# a# Giovannino# di# tornare# sulla# terra,# nel# paese# senza#punta.##

Cosa fanno i personaggi e che sfide devono affrontare?

Sfide nel PRIMO livelloVite; Punti e Poteri"

Giovannino#ha#a#disposizione#2*vite#per#riuscire#a#superare#questo# livello.#Per# sconCiggere#gli# alieni#e# rubare# il# tavolo#magico#può#usare#due#oggetti:#una#mazza#ed#una#cintura#magica#che#una#volta#premuta#si#trasforma#in#una#spada.##Ci# sono# anche# degli# oggetti# speciali# che# compaiono# di# tanto# in# tanto# che#sono#un# fungo:# che# permette# a#Giovannino#di# diventare# piu# potente# e# un#cuore# che# fa# guadagnare# a#Giovannino#due#vite.# Se# si# perde# si# ricomincia#direttamente#da#questo#livello.#

Quando si perde il 2° livello appare"

Quando si vince il 1° livello appare"

Quando#si#vince#nel#primo#livello#appaiono#delle#monete#che#corrispondo#a#dei#punti.

Appare#una#scritta#GAME#OVER#e#bisgona#cominciare#tutto#da#capo.

Gli Essenzali_TITOLO DEL GIOCO

game prototypes (A0 form); game design document with color coding(Ch. 2) Gallery tour of each game with final:

Evaluation of other groups’ work6th mission @ university


I liked…

I’d change…


I liked…

I’d change…

I’d vote…

2014 longer-term study data

Data

DataFOR MATERIAL

Behaviour: usability issues with gamified material

Emotions:

satisfaction with gamified material (post)

DataFOR MATERIAL

Behaviour: usability issues with gamified material

Emotions:


FOR ACTIVITY

Behaviour: success in challenges time on missions Cooperationinclusion in GaCoCo (pre-‐post)Emotions:

5 positive + 5 negative achievement emotions in missions as in Pekrun control-‐value-‐theory

FOR MATERIAL FOR ACTIVITY

Emotions: Emotions:



Results: Highlights


Emotions: Emotions:



Results: Highlights

M1

M2M3

M4M5


Emotions: Emotions:



Results: Highlights

Game over

innaffiatoio

Acknowledgements

innaffiatoio

Acknowledgements

thank you

G. Dodero, R. Gennari, A. Melonio and S. Torello (2014). GAmi0ied CO-‐design with COoperative Learning. In alt of CHI 2014, ACM

G. Dodero, R. Gennari, A. Melonio and S. Torello (2014). Gami0ication of Co-‐design Contexts—Two Studies in Primary Schools. In CHI-‐Play 2014, ACM

Kahu, L. , Stephens, C., Leach, L., & Zepke (2014). Linking Academic Emotions and Student Engagement. Journal of Further and Higher Education

Pekrun, R. (2006). The Control-‐Value Theory of Achievement Emotions. Educational Psychology Review, 18, 315–341

Original images by: N. Mastachi

Main references