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Motivationspåverkan av rörliga effekter och animationer som visuell belöning i en spelifierad applikation som studiehjälpmedel
KTH, School of Computer Science and Communication (CSC).
KTH, School of Computer Science and Communication (CSC).
2016 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesisAlternative title
Motivational influence of motion effects and animation in a gamified application as a study aid (English)
Abstract [sv]

Spel och underhållning är ett område som utvecklas dagligen. På senare tid har det i dagens samhälle uppmärksammats varför spelutveckling är så pass framgångsrikt. Detta har lett till att människor bryter ner spel till dess komponenter. Beståndsdelar och element av spel applicerade på sysslor inom områden som inte är relaterade till spel kallas för spelifiering. Syftet med spelifiering är att motivera användare för uppgiften.

Från det moderna spelet Candy Crush har ett element inom detta område uppmärksammats, vilket är de rörliga effekterna och animationerna. Syftet med denna studie är att undersöka inverkan av rörliga effekter och animationer på motivationen hos studenter. Aktiva universitetsstudenter fick använda en spelifierad applikation designad för att påverka motivationen. Ett spelifierat program med studietema utvecklades. Programmets användare exponeras för rörliga effekter & animationer och deras uppskattade motivation loggas. Utöver denna loggdata samlades kvalitativa svar in via enkäter, för att uppnå högre validitet för resultatet.

Resultaten visar att motivationen tenderar att öka vid användandet av en spelifierad applikation med rörliga effekter inom studier. Deltagarna blev mer motiverade när de såg programmet som ett hjälpmedel, och kunde effektivisera sin inlärning och studieteknik. Programmet som användes innehöll två distinkta delar; spelifieringselement och rörliga effekter. Resultaten tydde på att spelifieringselementen påverkade mer än vad de rörliga effekterna gjorde.

Abstract [en]

Games and entertainment is an area that is growing and developing. Clearly, games are successful, and this has inadvertedly led to breaking down games into its core components. Game developers and researchers are examining parts and elements of games and applying the addictive elements on tasks that are not related to games. This is called gamification, and its purpose is to motivate users for the task at hand.

From the modern game Candy Crush an element from this area has attracted attention, which is the visual motion effects and animations. The purpose of this study is to examine the motivational influence of visual motion effects and animations. This is accomplished by selecting as participants college students who are actively studying, and letting these students use a gamified application for the purpose of increasing their motivation. To examine this we have produced a program with a study-theme, whose users are exposed to motion effects and animations, and in which their self-estimated motivation are recorded. Beyond this type of data, more qualitative answers were recorded from surveys to reach a higher degree of validity of the results.

The results reveal that there is an overall trend for motivational increase in using a gamified application within studies. The users become more motivated when they see the program as a tool, and can therefore streamline their learning techniques. The program that was used contained two distinct parts that are worth separating; gamification elements and motion effects and animations as a form of reward. From the results, it was concluded that the gamification elements affected the users motivation considerably more than the motion effects did.

Place, publisher, year, edition, pages
2016. , 40 p.
Keyword [sv]
Effekter, Animationer, Applikation, Studier
National Category
Media and Communication Technology
URN: urn:nbn:se:kth:diva-188969OAI: diva2:942341
Subject / course
Media Technology
Educational program
Master of Science in Engineering - Media Technology
Available from: 2016-07-05 Created: 2016-06-23 Last updated: 2016-07-05Bibliographically approved

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