Planning Gamification Strategies based on User Characteristics and DM: A Gender-based Case Study
Planning Gamification Strategies based on User Characteristics and DM: A Gender-based Case Study
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基于用户特征和 DM 规划游戏化策略：基于性别的案例研究
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
A. Cristea
中科院分区：
文献类型：
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作者：
A. Toda;Wilk Oliveira;Lei Shi;I. Bittencourt;Seiji Isotani;A. Cristea
游戏化框架可以帮助教育的游戏化规划。然而，大多数框架没有提供选择、关联或推荐如何使用游戏元素来游戏化特定教育任务的方法。取而代之的是，大多数都提供了一种覆盖所有学习者的“一刀切”的方法，而不考虑不同的用户特征，如性别。因此，本工作旨在采用数据驱动的方法，根据用户偏好提供一套游戏元素推荐，供教师和教师用于将学习活动游戏化。我们分析了一项对733人(男性=569人，女性=164人)进行的一项新调查的数据，收集了用户对游戏元素的偏好信息。我们的结果表明，最重要的规则基于四种类型的游戏元素：目标、级别、进展和选择。从用户性别的角度来看，对于女性样本来说，最有趣的规则是与进步、徽章和信息相关的目标(置信度=0.97)，而对于男性样本来说，最有趣的规则也是与进步、翻新和选择相关的目标(置信度=0.94)。这些规则和我们的描述性分析就如何在教育场景中使用游戏元素提供了建议。
Gamification frameworks can aid in gamification planning for education. Most frameworks, however, do not provide ways to select, relate or recommend how to use game elements, to gamify a certain educational task. Instead, most provide a "one-size-fits-all" approach covering all learners, without considering different user characteristics, such as gender. Therefore, this work aims to adopt a data-driven approach to provide a set of game element recommendations, based on user preferences, that could be used by teachers and instructors to gamify learning activities. We analysed data from a novel survey of 733 people (male=569 and female=164), collecting information about user preferences regarding game elements. Our results suggest that the most important rules were based on four (out of nineteen) types of game elements: Objectives, Levels, Progress and Choice. From the perspective of user gender, for the female sample, the most interesting rule associated Objectives with Progress, Badges and Information (confidence=0.97), whilst the most interesting rule for the male sample associated also Objectives with Progress, Renovation and Choice (confidence=0.94). These rules and our descriptive analysis provides recommendations on how game elements can be used in educational scenarios.