Gamification for low-literates: Findings on motivation, user experience, and study design

Dylan Schouten; Isabel Pfab; Anita Cremers; Elisabeth M.A.G. van Dijk; Mark Neerincx

doi:10.1007/978-3-319-08596-8_77

Gamification for low-literates: Findings on motivation, user experience, and study design

Dylan Schouten, Isabel Pfab, Anita Cremers, Elisabeth M.A.G. van Dijk, Mark Neerincx

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

4 Citations (Scopus)

87 Downloads (Pure)

Abstract

This study investigated the effects of the gamification elements of scaffolding, score and hints on the user enjoyment and motivation of people of low literacy. In a four-condition within-subjects experiment, participants performed mental spatial ability tests with the aforementioned elements. Quantitative results were inconclusive, but post-test interviews provided insights on the limited effectiveness of the gamification elements. Complex questionnaire wording, high task difficulty, and an improperly situated task environment all contributed to ceiling effects in the influence of scaffolding. Score was found to be ineffective without proper contextualization connecting the numerical score to clearer performance measures. Finally, the underused hints functionality has indicated the need for adequate ‘mixed initiative’ support.

Original language	Undefined
Title of host publication	Proceedings of the 14th International Conference on Computers Helping People with Special Needs, ICCHP 2014
Editors	Klaus Miesenberger, Deborah Fels, Dominique Archambault, Petr Penaz, Wolfgang Zagler
Place of Publication	Switzerland
Publisher	Springer
Pages	494-501
Number of pages	8
ISBN (Print)	978-3-319-08595-1
DOIs	https://doi.org/10.1007/978-3-319-08596-8_77
Publication status	Published - Jul 2014
Event	14th International Conference on Computers Helping People with Special Needs, ICCHP 2014 - Paris, France Duration: 9 Jul 2014 → 11 Jul 2014 Conference number: 14

Publication series

Name	Lecture Notes in Computer Science
Publisher	Springer International Publishing
Volume	8547
ISSN (Print)	0302-9743
ISSN (Electronic)	1611-3349

Conference

Conference	14th International Conference on Computers Helping People with Special Needs, ICCHP 2014
Abbreviated title	ICCHP
Country	France
City	Paris
Period	9/07/14 → 11/07/14

Keywords

HMI-HF: Human Factors
EWI-25542
Literacy
METIS-309803
Motivation
Gamification
IR-94136
User Enjoyment

Access to Document

10.1007/978-3-319-08596-8_77

schouten_et_al_2014_Gamification_for_Low-Literates
open

Cite this

Schouten, D., Pfab, I., Cremers, A., van Dijk, E. M. A. G., & Neerincx, M. (2014). Gamification for low-literates: Findings on motivation, user experience, and study design. In K. Miesenberger, D. Fels, D. Archambault, P. Penaz, & W. Zagler (Eds.), Proceedings of the 14th International Conference on Computers Helping People with Special Needs, ICCHP 2014 (pp. 494-501). (Lecture Notes in Computer Science; Vol. 8547). Springer. https://doi.org/10.1007/978-3-319-08596-8_77

Schouten, Dylan ; Pfab, Isabel ; Cremers, Anita ; van Dijk, Elisabeth M.A.G. ; Neerincx, Mark. / Gamification for low-literates: Findings on motivation, user experience, and study design. Proceedings of the 14th International Conference on Computers Helping People with Special Needs, ICCHP 2014. editor / Klaus Miesenberger ; Deborah Fels ; Dominique Archambault ; Petr Penaz ; Wolfgang Zagler. Switzerland : Springer, 2014. pp. 494-501 (Lecture Notes in Computer Science).

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title = "Gamification for low-literates: Findings on motivation, user experience, and study design",

abstract = "This study investigated the effects of the gamification elements of scaffolding, score and hints on the user enjoyment and motivation of people of low literacy. In a four-condition within-subjects experiment, participants performed mental spatial ability tests with the aforementioned elements. Quantitative results were inconclusive, but post-test interviews provided insights on the limited effectiveness of the gamification elements. Complex questionnaire wording, high task difficulty, and an improperly situated task environment all contributed to ceiling effects in the influence of scaffolding. Score was found to be ineffective without proper contextualization connecting the numerical score to clearer performance measures. Finally, the underused hints functionality has indicated the need for adequate {\textquoteleft}mixed initiative{\textquoteright} support.",

keywords = "HMI-HF: Human Factors, EWI-25542, Literacy, METIS-309803, Motivation, Gamification, IR-94136, User Enjoyment",

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Schouten, D, Pfab, I, Cremers, A, van Dijk, EMAG & Neerincx, M 2014, Gamification for low-literates: Findings on motivation, user experience, and study design. in K Miesenberger, D Fels, D Archambault, P Penaz & W Zagler (eds), Proceedings of the 14th International Conference on Computers Helping People with Special Needs, ICCHP 2014. Lecture Notes in Computer Science, vol. 8547, Springer, Switzerland, pp. 494-501, 14th International Conference on Computers Helping People with Special Needs, ICCHP 2014, Paris, France, 9/07/14. https://doi.org/10.1007/978-3-319-08596-8_77

Gamification for low-literates: Findings on motivation, user experience, and study design. / Schouten, Dylan; Pfab, Isabel; Cremers, Anita; van Dijk, Elisabeth M.A.G.; Neerincx, Mark.

Proceedings of the 14th International Conference on Computers Helping People with Special Needs, ICCHP 2014. ed. / Klaus Miesenberger; Deborah Fels; Dominique Archambault; Petr Penaz; Wolfgang Zagler. Switzerland : Springer, 2014. p. 494-501 (Lecture Notes in Computer Science; Vol. 8547).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

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AB - This study investigated the effects of the gamification elements of scaffolding, score and hints on the user enjoyment and motivation of people of low literacy. In a four-condition within-subjects experiment, participants performed mental spatial ability tests with the aforementioned elements. Quantitative results were inconclusive, but post-test interviews provided insights on the limited effectiveness of the gamification elements. Complex questionnaire wording, high task difficulty, and an improperly situated task environment all contributed to ceiling effects in the influence of scaffolding. Score was found to be ineffective without proper contextualization connecting the numerical score to clearer performance measures. Finally, the underused hints functionality has indicated the need for adequate ‘mixed initiative’ support.

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Schouten D, Pfab I, Cremers A, van Dijk EMAG, Neerincx M. Gamification for low-literates: Findings on motivation, user experience, and study design. In Miesenberger K, Fels D, Archambault D, Penaz P, Zagler W, editors, Proceedings of the 14th International Conference on Computers Helping People with Special Needs, ICCHP 2014. Switzerland: Springer. 2014. p. 494-501. (Lecture Notes in Computer Science). https://doi.org/10.1007/978-3-319-08596-8_77