Multiple Paths, Same Goal: Exploring the Motivational Pathways of Two Distinct Game-Inspired...

Multiple Paths, Same Goal: Exploring the Motivational Pathways of Two Distinct Game-Inspired University Course Designs

Stephen Aguilar, Caitlin Holman, Barry Fishman

Overview

1 What Is Different About A Game Inspired Course?

2

!

The Design of Two Gameful Courses

3

!

Research Questions & Measures

4

!

Analysis & Results

5

!

Limitations & Future Work

6

!

Acknowledgments


1] WHAT IS DIFFERENT ABOUT

GAME-INSPIRED COURSES?

1] WHAT IS DIFFERENT ABOUT GAME-INSPIRED COURSES?

PSYCHOSOCIAL MORATORIUM


ONGOING LEARNING MULTIPLE ROUTES

AFFINITY GROUPS SELF-KNOWLEDGE MATERIAL INTELLIGENCE

GEE, 2005


Self-Determination Theory

Autonomy

Belonging

Competence

STUDENTS SELF-REGULATE AND SELF-ORGANIZE

STUDENT WORK SUPPORTS MASTERY

STUDENTS CONNECT WITH PEERS


RYAN & DECI, 2000

2] THE DESIGN OF TWO GAMEFUL

COURSES


Course DetailsPOLITICAL THEORY INFORMATION STUDIES

• 292 students • Survey response rate: 91% • Average GPA: 3.3 (0.5sd) • Ave. Course Grade: 3.5 (0.5sd) !Rated on a 5-point Likert Scale • Like other courses? 1.6 (1.1sd) • Like a videogame? 3.7 (1.0sd)


• 231 students • Survey response rate: 89% • Average GPA: 3.3 (0.5sd) • Ave. Course Grade: 3.9 (0.5sd) !Rated on a 5-point Likert Scale • Like other courses? 1.7 (1.1sd) • Like a videogame? 3.5 (1.1sd)

2] THE DESIGN OF TWO GAMEFUL COURSES

POLSCI 101: Intro to Political TheoryPOWER-UPSSTUDENT-WEIGHTED

ASSIGNMENTSFLEXIBLE

ASSIGNMENT OPTIONS



Blogging Essays

TestsGroup Project

pick two!

Students have autonomy to select a unique pathway to develop content mastery

Students use self-knowledge to weight assignments in a way that allows for safe exploration

Power-ups unlock new challenges, recognize effort,

and guide behavior

SI110: Intro to Information Studies



LEADERBOARDS HOUSE POINTSFLEXIBLE ASSIGNMENT OPTIONS

LARP Day

Students have autonomy to select coursework that matches their interests

SID

E

QU

ESTS

MIG

HTY

TO

MES

EXPLORER REPORT

RANDOM ENCOUNTER

Students opt in to anonymous leaderboards to

confirm competence

House Challenges build a sense of belonging by asking students to work together to accomplish epic challenges

GradeCraft: A Gameful LMSStudent Dashboard Grade Predictor

Leveling System Team Leaderboards

Badges

Course Analytics Individual Leaderboards



Working Example Tomorrow @ 4pm!

3] RESEARCH QUESTIONS

& MEASURES


Research Questions

RQ2

What are the direct and mediating roles of students’ perceptions of the following grading system features: • regard for the grading system • perceived fairness of the grading system • ease to earn one’s desired grade • control over one’s grade !

RQ1

How strongly is assignment choice associated with: • student effort • assignment exploration • perceived control


3] RESEARCH QUESTIONS & MEASURES

Working Hypotheses

!!!

!!!

!!!

!!!

!!!

Perception of assignment choice will strongly and positively predict attitude towards the grading system

Individually competitive activities will be negatively associated with attitude towards the grading system

Students’ attitude towards the grading system will be positively associated with adaptive academic behaviors

Perception of assignment weighting will strongly and positively predict attitude towards the grading system

Competitive group activities will be positively associated with attitude towards the grading system

H1

H3

H5

H4

H2



!!

!!

!!

!!

!!

Measures

Fairness “I believe the grading system is fair to students.”

Effort “The grading system encourages me to work harder than I would in a different kind of grading system.”

Control over Grade “I have more control over my final course grade because of the grading system.”

Ease “I think it is much easier to earn the grade I want because of the grading system.”

Exploration “I do more assignments because of the grading system.”


Rated on a 5-point Likert Scale


!!Regard “I liked the grading system.” !

!

Control over Learning “Compared with my other classes, the grading system gave me more control over my own learning.”

4] ANALYSIS & RESULTS


Intro to Political Theory Analysis

Assignment Choice

Assignment Weighting

Effort

Exploration

Control over Learning

Regard for G.S.

!

Ease

Fairness

Control over !Grade

Instructional Design Student Perceptions of the Classroom Result of Engaging with the Grading System

ε2

ε5

ε4 ε3

ε7

ε8

ε1

ε6

.47

.66

.37

.37

.48

.43

.21

.41

.31

.33

.33

.27

.47




Assignment Choice


Effort

Exploration


Regard for G.S.

!

Ease

Fairness

Control over !Grade

Instructional Design Result of Engaging with the Grading System

ε2

ε5

ε4 ε3

ε7

ε8

ε1

ε6

.47

.3

.32.66

.37

.37

.48

.43

.21

.41

.27

.47

Student Perceptions of the Classroom




Assignment Choice


Effort

Exploration


Regard for G.S.

!

Ease

Fairness

Control over !Grade


ε2

ε5

ε4 ε3

ε7

ε8

ε1

ε6

.47

.3

.32.66

.37

.37

.48

.43

.21

.41

.31

.33

.33

.27

.47




Assignment Choice


Effort

Exploration


Regard for G.S.

!

Ease

Fairness

Control over !Grade


ε2

ε5

ε4 ε3

ε7

ε8

ε1

ε6


STRONG MODERATE WEAK


Intro to Information Studies Analysis

Assignment Choice

Team !Points Effort

Exploration


Regard for G.S.

Ease

Fairness

Control over !Grade

Student Perceptions of the Classroom Result of Engaging with the Grading System

ε3 ε2

ε6

ε7

ε1

ε5

.39

.32

.3

.5

.28

.28

.36

.42

.35

.26

.48

.59

Leader!boards

.29

.46

.32

.29

ε4

ε8

Instructional Design




Assignment Choice

Team !Points Effort

Exploration


Regard for G.S.

Ease

Fairness

Control over !Grade

Instructional Design Result of Engaging with the Grading System

ε3 ε2

ε6

ε7

ε1

ε5

.39

.42

.44

.32

.3

.5

.28

.28

.36

.42

.35

.26

.48

.59

Leader!boards

.29

.46

.32

.29

.21

ε4

ε8

Student Perceptions of the Classroom




Assignment Choice

Team !Points Effort

Exploration


Regard for G.S.

Ease

Fairness

Control over !Grade


ε3 ε2

ε6

ε7

ε1

ε5

.39

.42

.44

.32

.3

.5

.28

.28

.36

.42

.35

.26

.48

.59

Leader!boards

.29

.46

.32

.29

.21

ε4

ε8




Assignment Choice

Team !Points Effort

Exploration


Regard for G.S.

Ease

Fairness

Control over !Grade


ε3 ε2

ε6

ε7

ε1

ε5

Leader!boards

ε4

ε8


STRONG MODERATE WEAK


Comparing the Course Designs

Assignment Choice

Team !Points Effort

Exploration


Regard for G.S.

Ease

Fairness

Control over !Grade

ε2

ε6

ε7

ε1

ε5

Leader!boards

ε4

ε8

ε3

Assignment Choice

Assignment Weight

Effort

Exploration

Control over !Learning

Regard for G.S.

Ease

Fairness

Control over !Grade

ε5

ε4 ε3

ε7

ε8

ε1

ε6

INFO STUDIES

POLITICAL SCIENCE

ε2


STRONG

MODERATE

WEAK

KEY DIFFERENCES• Info Studies presents a

strong relationship between perception of Ease, Fairness, and Control over Grade. !

• Assignment Choice in Info Studies has a direct path to Control over Grade that is not present in Political Science !

• Regard for the Grading System has a direct path to Exploration in Info Studies that is absent in Political Science



5] LIMITATIONS & FUTURE WORK

!!

!!

Need new baseline measures of effort in gameful courses

Current baseline measures of student effort based around standard course designs

!!

!!

Need to differentiate paths based on students’ proclivity to gameful designs

Top-level model outlines aggregate perceptions and paths

• The University of Michigan Learning Analytics Taskforce

• Professors Mika LaVaque-Manty and Cliff Lampe

• The students of POLSCI101 and SI110

• Stephanie Teasley and the USE Lab

• Stuart Karabenick and the Motivation in Education Research Lab

• AlfaJango, LLC


6] ACKNOWLEDGEMENTS

Huge thanks to…

…and thank you!

!!!!!CONTACT US

6] ACKNOWLEDGEMENTS

!Stephen Aguilar – [email protected]

Cait Holman – [email protected] Fishman – [email protected]

?Questions


meaningful choices

freedom to play

& explore

develop mastery

work together for epic

wins

recover from

failure


Design Goals

Multiple Paths, Same Goal: Exploring the Motivational Pathways of Two Distinct Game-Inspired...

Education

Transcript of Multiple Paths, Same Goal: Exploring the Motivational Pathways of Two Distinct Game-Inspired...