Influence of Gamification on Collaboration and Self-Organization in a Computer-Supported Collaborative Learning (CSCL) Environment
Veroy, Astrid Joanna.
2016
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Abstract:
InterLACE (Interactive Learning and Collaboration Environment) is a Computer Supported
Collaborative Learning (CSCL) tool that was developed at Tufts University to support
active learning in high school physics education. Usability testing yielded positive
results, but usability did not translate to usage in a learning environment. In
classroom testing, peer-to-peer interactions ... read moreamong student users did not live up to
expectations. Gamification, or the use of design elements characteristic for games in
non-game contexts, was identified as a possible means to encourage more interaction
among users. A study was conducted to examine the influence of gamification on
collaboration and self-organization that occurs among InterLACE users during a high
school physics learning activity. University students in the Boston area (N = 48)
between the ages of 18 and 31 were recruited and randomly assigned in groups of 4-6 to
two conditions: gamified and control. Gamifying elements were introduced in the
experimental condition, such as rules for earning points, a leaderboard, badges and time
constraints. The leaderboard provided immediate feedback on individual scores and rank
in relation to other players. Results showed an increase in inter-participant
collaboration indicated by a greater number of interactions. These were in the form of
comments (3.14 vs. 1.35 average per person), tags (10.33 vs. 2.42 average per person)
and "uptake" of ideas from other students (1.9 vs. 1.04 average per person). Student
participation also increased, as indicated by the total individual scores garnered by
participants (39.85 vs. 32.01 average points) and the number of words they wrote (303.14
vs. 205.99 average per person). The number of self-organized groups formed were also
higher (4 vs 1.6), but the difference between the two conditions was not statistically
significant.
Thesis (M.S.)--Tufts University, 2016.
Submitted to the Dept. of Mechanical Engineering.
Advisor: Daniel Hannon.
Committee: Chris Rogers, and Ethan Danahy.
Keywords: Engineering, Psychology, and Education.read less - ID:
- pk02cn82f
- Component ID:
- tufts:21316
- To Cite:
- TARC Citation Guide EndNote
