Gamification of University-level courses is becoming a common practice, as many professors decide to try offering their students a more engaging learning environment. Nevertheless, we still do not have a clear idea on how individual students engage differently with a gamified course. But now a detailed, long-term study from the University of Lisbon has presented some insightful observations on this topic.
During the course of their study, the researchers observed three editions of a gamified University of Lisbon course on Multimedia Content Production. The course employed a blended learning method that combined theoretical lectures, lab classes, and an online Moodle component where students engaged in discussions and completed online assignments.
Throughout the years, the researchers have learned from the experience and improved the course’s gameful design. A general observation from the student’s feedback is that they all felt the gamified course was indeed more engaging than the previous non-gamified editions. However, there were some noticeable differences on how individual students engaged with the course, which the researchers sought to investigate.
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Technology has undoubtedly improved at vertiginous speeds in the last decades. However, there is no evidence that all this technology is helping increase the people’s general wellbeing. Calvo and Peters have attributed this to the fact that most technology professionals keep a machine-focused view of their work, avoiding to look at anything related to the user’s wellbeing. Nevertheless, recently there has been a growing body of efforts related to using technology to improve human wellbeing. Calvo and Peters refer to this new research field as Positive Computing.
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User experience (UX) is a field within Human-Computer Interaction (HCI) that studies the whole experience of a user with a product, system, or service. UX focuses on issues such as usability, ergonomics, cognitive load, and affective experiences. However, in the last years, there is a particular growing interest in understanding users’ motivation to use a product, system, or service. This interest is spawned by observable low engagement rates: it is not enough to have a useful system, one needs to also motivate and engage users in it. One possible solution to this comes from a field of study is called gamification or gameful design1, because its main inspiration comes from understanding the factors that make games fun and motivate people to play them voluntarily with so much engagement. Continue reading →
CHI PLAY 2015 is the second edition of the ACM SIGCHI Annual Symposium on Computer-Human Interaction in Play. It is an international and interdisciplinary conference for researchers and professionals of all areas of play, games, and human-computer interaction, which fosters discussion of current high quality research in games and HCI as foundations for the future of digital play. This year the conference took place in London, UK, from the 5th to the 7th of October. Continue reading →