Abstract
Gamification can be defined as the use of game
design principles and mechanics in non-game contexts in
order to make those contexts more inviting, encourage
users to engage in desired behaviour, and optimize the
overall experience and results [1]. Gamification has
become a popular tool in several applications, including
learning, since it provides a natural and attractive
human experience. But learning is a complex and
personalized process [2]. To succeed learning
personalization, gamification should follow a player/user
centred design. Moreover, gamification should identify
the appropriate motivators of the target audience. To
this result, the Self-determination Theory (SDT) is
employed. SDT is concerned with the psychological needs
behind motivation and the social conditions that foster
these processes [3]. SDT identifies two distinct types of
motivation: intrinsic and extrinsic. Intrinsic motivators
include the following: acceptance, curiosity, autonomy,
competence, skill development, order, social contact.
Extrinsic motivators include the following: badges,
points, positive feedback, status, grades, fame. In this
context, PYTHAGORAS project aims (among others) at
exploring gamification impact for online and hybrid
mathematics education.
design principles and mechanics in non-game contexts in
order to make those contexts more inviting, encourage
users to engage in desired behaviour, and optimize the
overall experience and results [1]. Gamification has
become a popular tool in several applications, including
learning, since it provides a natural and attractive
human experience. But learning is a complex and
personalized process [2]. To succeed learning
personalization, gamification should follow a player/user
centred design. Moreover, gamification should identify
the appropriate motivators of the target audience. To
this result, the Self-determination Theory (SDT) is
employed. SDT is concerned with the psychological needs
behind motivation and the social conditions that foster
these processes [3]. SDT identifies two distinct types of
motivation: intrinsic and extrinsic. Intrinsic motivators
include the following: acceptance, curiosity, autonomy,
competence, skill development, order, social contact.
Extrinsic motivators include the following: badges,
points, positive feedback, status, grades, fame. In this
context, PYTHAGORAS project aims (among others) at
exploring gamification impact for online and hybrid
mathematics education.
| Originalsprog | Engelsk |
|---|---|
| Titel | Book of Abstracts of the First International Conference on Building Bridges in STEAM Education in the 21st Century |
| Antal sider | 1 |
| Udgivelsessted | Porto, Portugal |
| Forlag | Instituto Politécnico do Porto |
| Publikationsdato | 30 maj 2022 |
| Sider | 80-80 |
| ISBN (Trykt) | 978-989-97851-9-9 |
| ISBN (Elektronisk) | 978-989-97851-9-9 |
| DOI | |
| Status | Udgivet - 30 maj 2022 |
| Begivenhed | First International Conference Building Bridges in STEAM Education in the 21st Century - Porto, Portugal Varighed: 30 maj 2022 → 31 maj 2022 Konferencens nummer: 1 https://bbc-iconference.com/ |
Konference
| Konference | First International Conference Building Bridges in STEAM Education in the 21st Century |
|---|---|
| Nummer | 1 |
| Land/Område | Portugal |
| By | Porto |
| Periode | 30/05/2022 → 31/05/2022 |
| Internetadresse |