Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Meningsfull gamification i e-Learningtjänster: En undersökning om lärande online
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Informatics and Media.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Informatics and Media.
2018 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

Education through e-Learning services have today millions of active users. These services are often including elements of gamification to better illustrate certain aspects and motivate their users. We are researching how gamification has been applied to three selected e-Learning services by analysing to which degree these services relates to Scott Nicholsons theory and framework RECIPE for a meaningful gamification. The theory describes how gamification can be used to instil an intrinsic motivation and meaningful engagement in users. It seeks to help avoid controversial potential pitfalls surrounding the subject as with addictive, thoughtless scoring systems. We are examining to which degree the three services are applying and utilizing meaningful gamification from the standpoint of the various concepts of the selected framework. By thorough research of the theory and examination of previous studies in the researched field we have designed a grading scale that seeks to illustrate which functionality should be implemented to fully/partly/fail to meet the requirements of the concepts in Nicholsons framework. A description of the functionality of the services is included followed by an application of the theory on the selected, researched parts. By applying the theory we seek to concretize, analyze and compare the elements that, to various degrees, fulfills meaningful gamification according to Nicholson. We have not issued tests to research if the studied elements in actuality leads to an intrinsic motivation and meaningful engagement. The results show that the studied parts of the services are lacking elements that according to us as the writers of this study, are necessary to fulfil RECIPE’s various concepts. The services varies in to which degree and in some cases in which way the concepts are fulfilled. The standalone concept that all of the services realized in its entirety was Information where the requirements amongst others are clear descriptive indications of the users progress as well as enlightenment in how and in what way the information that the service provides is applicable. Our research shows that all researched e-Learning services are lacking aspects that enables complete fulfillment of RECIPE’s complete set of concepts. The study gives an insight into what is demanded to realize meaningful gamification according to Nicholson’s theory by illustrating and analyzing the functionality of the studies services. Because of the way we have had to make subjective assessments, the limited scope along with the lack of actual tests we do consider our conclusions and thus study to not live up to its full potential. Continued research is necessary to further validate the study and if the application of the theory in fact leads to meaningful gamification. We discuss further surrounding the theory along with in learning of this nature in general in the chapter Diskussion.

Abstract [sv]

Inom utbildning har e-Learningtjänster tagit vid med miljontals aktiva användare av tjänster. Dessa e-Learningtjänster använder sig ofta av element av gamification för att illustrera moment och motivera sina användare. Vi undersöker hur gamification appliceras i tre undersökta tjänster och analyserar i vilken mån denna förhåller sig till Scott Nicholsons teori och ramverk RECIPE för meningsfull gamification. Teorin beskriver hur gamification kan användas för att inge en inre motivation och ett meningsfullt engagemang hos användare. Den ämnar undvika omdiskuterade fallgropar inom ämnesområdet såsom beroendeframkallande, tanklös poängutdelning. Vi undersöker i vilken omfattning de tre tjänsterna använder sig av meningsfull gamification utifrån ramverkets diverse koncept. Genom utförlig instudering av teorin och undersökning av tidigare forskning inom ämnet har vi konstruerat en bedömningsskala som illustrerar vilken funktionalitet som bör finnas för att helt, delvis och ej uppfylla koncepten i Nicholsons ramverk. Vi har sedan beskrivit tjänsternas funktionalitet och applicerat teorin på de undersökta delarna för att konkretisera, analysera och jämföra de element som i olika grad uppfyller meningsfull gamification enligt Nicholson. Vi har inte utfört tester som visar om de undersökta elementen faktiskt inger inre motivation och meningsfullt engagemang. Resultaten visar att de undersökta delarna saknar många av de element som vi bedömt ska finnas med för att uppfylla RECIPEs diverse koncept. Tjänsterna varierar i vad som uppfylls och i viss mån på vilket sätt. Konceptet Information var den enda i teorin som uppfylldes helt av samtliga undersökta tjänster där kraven bland annat är tydliga beskrivande framstegsindikationer samt upplysande om användningsområden för den utgivna informationen. Vi kommer fram till att samtliga tjänster saknar aspekter som möjliggör uppfyllandet av RECIPEs alla koncept. Studien ger en inblick i vad som krävs för att enligt Nicholsons teori uppnå meningsfull gamification genom konkretisering och analyseringen av funktionalitet. Vi anser dock att på grund av nödvändiga subjektiva bedömningar och studiens begränsade omfång samt avsaknaden av tester att studiens och temats fulla potential hämmas. Fortsatt forskning är nödvändig för att avgöra validiteten av studien samt om appliceringsområden för teorin leder till verklig meningsfull gamification. Vi diskuterar vidare kring teorin och allmänt om lärande av denna natur i kapitlet Diskussion.

Place, publisher, year, edition, pages
2018. , p. 44
Keywords [en]
Gamification, meaningful, e-Learning, education, Khan Academy, Codecademy, Duolingo, RECIPE
Keywords [sv]
Gamification, meningsfull, e-Learning, utbildning, Khan Academy, Codecademy, Duolingo, RECIPE
National Category
Information Systems, Social aspects
Identifiers
URN: urn:nbn:se:uu:diva-355032OAI: oai:DiVA.org:uu-355032DiVA, id: diva2:1223647
Subject / course
Information Systems
Educational program
Bachelor programme in Information Systems
Supervisors
Examiners
Available from: 2018-06-26 Created: 2018-06-25 Last updated: 2018-06-26Bibliographically approved

Open Access in DiVA

fulltext(1006 kB)11 downloads
File information
File name FULLTEXT01.pdfFile size 1006 kBChecksum SHA-512
41953cc78ac21562198bd0069b4a65111fb40c4c806446c0c034f9938248500e156a22117af304a296caaec49f2c0cd27fa56114abb3c48c42bbbcedb6e0b2f4
Type fulltextMimetype application/pdf

By organisation
Department of Informatics and Media
Information Systems, Social aspects

Search outside of DiVA

GoogleGoogle Scholar
Total: 11 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 34 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf