Leonardou Angeliki, Rigou Maria, Panagiotarou Aliki, Garofalakis John
Department of Computer Engineering and Informatics, University of Patras, Rio Campus, 26504 Patras, Greece.
Department of Management Science and Technology, University of Patras, Megalou Alexandrou 1, Koukouli, 26334 Patras, Greece.
Smart Learn Environ. 2022;9(1):14. doi: 10.1186/s40561-022-00195-w. Epub 2022 Mar 16.
The primary question of this study is whether OLM and OSLM mechanisms, when used in a digital game, offer higher motivation. Furthermore, the study investigates whether a game's aesthetics and mechanics support players' intrinsic motivation. Both claims are tested through the design, implementation and pilot use of the Multiplication Game (MG). MG is a digital learning activity that supports pupils in achieving multiplication competence and provides teacher a dashboard to assess and watch own pupils' performance. The game enriched with gamification elements to engage and motivate participants. Three versions of the game were used by pupils: without any Open Learner Modeling (OLM) support (i.e. without providing access to own progress data), with OLM support and with Open Social Learner Modeling (OSLM) support, to investigate the difference in motivation among these characteristics. After using the MG for a 2-month period, pupils answered a questionnaire anonymously to express their opinion about MG mechanics, MG aesthetics and intrinsic motivation MG can offer. Furthermore, the corresponding teachers were interviewed to provide insights on their attitude towards MG and its functionalities. A statistically significant difference in Intrinsic Motivation (IM) between the three different MG versions was found and a statistically significant difference in MG Aesthetics and Mechanics between the different grades of primary school. Additionally, Intrinsic Motivation was positively correlated with gamification motivators and MG Aesthetics. Participating teachers stated that MG can improve pupils' multiplication competence and it is worthy of a stable place in the instructional procedure, as it is a means of pupils' progress tracking and (self-) assessment, as well as a fun way of practicing and developing multiplication skills.
本研究的主要问题是，当在数字游戏中使用开放学习者模型（OLM）和开放社会学习者模型（OSLM）机制时，是否能提供更高的动机。此外，该研究还调查了游戏的美学和机制是否支持玩家的内在动机。这两个观点都通过乘法游戏（MG）的设计、实施和试点使用进行了测试。MG是一项数字学习活动，可帮助学生提高乘法运算能力，并为教师提供一个仪表板，用于评估和观察自己学生的表现。该游戏融入了游戏化元素，以吸引和激励参与者。学生使用了该游戏的三个版本：无任何开放学习者模型（OLM）支持（即无法获取自己的进度数据）、有OLM支持和有开放社会学习者模型（OSLM）支持，以研究这些特征之间的动机差异。在使用MG两个月后，学生匿名回答了一份问卷，以表达他们对MG机制、MG美学以及MG所能提供的内在动机的看法。此外，还对相应的教师进行了访谈，以了解他们对MG及其功能的态度。研究发现，三种不同MG版本之间的内在动机（IM）存在统计学上的显著差异，不同小学年级之间的MG美学和机制也存在统计学上的显著差异。此外，内在动机与游戏化激励因素和MG美学呈正相关。参与研究的教师表示，MG可以提高学生的乘法运算能力，并且在教学过程中值得拥有一个稳定的位置，因为它是一种跟踪学生进步和（自我）评估的手段，也是一种练习和培养乘法技能的有趣方式。
