multiple paths, same goal: exploring the motivational pathways of two distinct game-inspired...
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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
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The Design of Two Gameful Courses
3
!
Research Questions & Measures
4
!
Analysis & Results
5
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Limitations & Future Work
6
!
Acknowledgments
Stephen Aguilar, Caitlin Holman, Barry Fishman
1] WHAT IS DIFFERENT ABOUT
GAME-INSPIRED COURSES?
1] WHAT IS DIFFERENT ABOUT GAME-INSPIRED COURSES?
PSYCHOSOCIAL MORATORIUM
Stephen Aguilar, Caitlin Holman, Barry Fishman
ONGOING LEARNING MULTIPLE ROUTES
AFFINITY GROUPS SELF-KNOWLEDGE MATERIAL INTELLIGENCE
GEE, 2005
1] WHAT IS DIFFERENT ABOUT GAME-INSPIRED COURSES?
Self-Determination Theory
Autonomy
Belonging
Competence
STUDENTS SELF-REGULATE AND SELF-ORGANIZE
STUDENT WORK SUPPORTS MASTERY
STUDENTS CONNECT WITH PEERS
Stephen Aguilar, Caitlin Holman, Barry Fishman
RYAN & DECI, 2000
2] THE DESIGN OF TWO GAMEFUL
COURSES
Stephen Aguilar, Caitlin Holman, Barry Fishman
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)
Stephen Aguilar, Caitlin Holman, Barry Fishman
• 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
Stephen Aguilar, Caitlin Holman, Barry Fishman
2] THE DESIGN OF TWO GAMEFUL COURSES
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
Stephen Aguilar, Caitlin Holman, Barry Fishman
2] THE DESIGN OF TWO GAMEFUL COURSES
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
Stephen Aguilar, Caitlin Holman, Barry Fishman
2] THE DESIGN OF TWO GAMEFUL COURSES
Working Example Tomorrow @ 4pm!
3] RESEARCH QUESTIONS
& MEASURES
Stephen Aguilar, Caitlin Holman, Barry Fishman
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
Stephen Aguilar, Caitlin Holman, Barry Fishman
3] RESEARCH QUESTIONS & MEASURES
Working Hypotheses
!!!
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!!!
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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
Stephen Aguilar, Caitlin Holman, Barry Fishman
3] RESEARCH QUESTIONS & MEASURES
!!
!!
!!
!!
!!
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.”
Stephen Aguilar, Caitlin Holman, Barry Fishman
Rated on a 5-point Likert Scale
3] RESEARCH QUESTIONS & MEASURES
!!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
Stephen Aguilar, Caitlin Holman, Barry Fishman
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
Stephen Aguilar, Caitlin Holman, Barry Fishman
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 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
Stephen Aguilar, Caitlin Holman, Barry Fishman
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
.3
.32.66
.37
.37
.48
.43
.21
.41
.31
.33
.33
.27
.47
Stephen Aguilar, Caitlin Holman, Barry Fishman
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
Stephen Aguilar, Caitlin Holman, Barry Fishman
STRONG MODERATE WEAK
4] ANALYSIS & RESULTS
Intro to Information Studies Analysis
Assignment Choice
Team !Points Effort
Exploration
Control over Learning
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
Stephen Aguilar, Caitlin Holman, Barry Fishman
4] ANALYSIS & RESULTS
Intro to Information Studies Analysis
Assignment Choice
Team !Points Effort
Exploration
Control over Learning
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
Stephen Aguilar, Caitlin Holman, Barry Fishman
4] ANALYSIS & RESULTS
Intro to Information Studies Analysis
Assignment Choice
Team !Points 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
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
Stephen Aguilar, Caitlin Holman, Barry Fishman
4] ANALYSIS & RESULTS
Intro to Information Studies Analysis
Assignment Choice
Team !Points 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
ε3 ε2
ε6
ε7
ε1
ε5
Leader!boards
ε4
ε8
Stephen Aguilar, Caitlin Holman, Barry Fishman
STRONG MODERATE WEAK
4] ANALYSIS & RESULTS
Comparing the Course Designs
Assignment Choice
Team !Points Effort
Exploration
Control over Learning
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
Stephen Aguilar, Caitlin Holman, Barry Fishman
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
4] ANALYSIS & RESULTS
Stephen Aguilar, Caitlin Holman, Barry Fishman
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
Stephen Aguilar, Caitlin Holman, Barry Fishman
6] ACKNOWLEDGEMENTS
Huge thanks to…
…and thank you!
!!!!!CONTACT US
6] ACKNOWLEDGEMENTS
!Stephen Aguilar – [email protected]
Cait Holman – [email protected] Fishman – [email protected]
?Questions
1] WHAT IS DIFFERENT ABOUT GAME-INSPIRED COURSES?
meaningful choices
freedom to play
& explore
develop mastery
work together for epic
wins
recover from
failure
Stephen Aguilar, Caitlin Holman, Barry Fishman
Design Goals