• Refine your search:
  • 
    Keyword
  • 
    Creator / Publisher:
    
    • Education, Cultures et Politiques (ECP) (1)
    • HALLIFAX, Stuart (1)
    • Institut National des Sciences Appliquées de Lyon (INSA Lyon) (1)
    • Laboratoire d'InfoRmatique en Image et Systèmes d'information (LIRIS) (1)
    • Lavoué, Elise (1)
    • Marty, Jean-Charles (1)
    • Reyssier, Stéphanie (1)
    • Serna, Audrey (1)
    • Simonian, Stephane (1)
    • Situated Interaction, Collaboration, Adaptation and Learning (SICAL) (1)
    •   more
  • 
    Year
  • 
    Medium
  • 
    Type:
    
    • Article (1)
  • 
    BLLDB-Access

Search in the Catalogues and Directories

All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 1 of 1 1 The Impact of Game Elements on Learner Motivation: Influence of Initial Motivation and Player Profile Reyssier, Stéphanie; HALLIFAX, Stuart; Serna, Audrey; Marty, Jean-Charles; Simonian, Stephane; Lavoué, Elise In: EISSN: 1939-1382 ; IEEE Transactions on Learning Technologies ; https://hal.univ-lyon2.fr/hal-03579428 ; IEEE Transactions on Learning Technologies, Institute of Electrical and Electronics Engineers, In press, ⟨10.1109/TLT.2022.3153239⟩ (2022) Abstract: International audience ; Several studies have been conducted in recent years into the effects of gamification on learner motivation. However, little is known about how learner profiles affect the impact of specific game elements. This research analyzes the effect of a gamified mathematic learning environment on the motivation and the motivated behaviors of 258 learners in secondary schools in France. Overall, results indicate that randomly assigned game elements generally demotivate learners. A more thorough analysis revealed that gamification has a positive impact on the most amotivated learners to do mathematic, although different effects were observed on learners. In particular, we noticed significant influences of their initial level of motivation and their player type on the variation in motivation during the study. We show that these influences vary according to the game element they used. These findings suggest that to increase efficiency, gamification should be tailored not only to the player profile but also to their level of initial motivation for the learning task. Keyword: [INFO.EIAH]Computer Science [cs]/Technology for Human Learning; Gamification; Interactive learning environment; Learner motivation; Player types URL: https://doi.org/10.1109/TLT.2022.3153239 https://hal.univ-lyon2.fr/hal-03579428 https://hal.univ-lyon2.fr/hal-03579428/document https://hal.univ-lyon2.fr/hal-03579428/file/IEEETLT-Reyssier.pdf BASE Hide details

Mobile view All Catalogues UB Frankfurt Linguistik 0 IDS Mannheim 0 OLC Linguistik 0 UB Frankfurt Retrokatalog 0 DNB Subject Category Language 0 Institut für Empirische Sprachwissenschaft 0 Leibniz-Centre General Linguistics (ZAS) 0 Bibliographies BLLDB 0 BDSL 0 IDS Bibliografie zur deutschen Grammatik 0 IDS Bibliografie zur Gesprächsforschung 0 IDS Konnektoren im Deutschen 0 IDS Präpositionen im Deutschen 0 IDS OBELEX meta 0 MPI-SHH Linguistics Collection 0 MPI for Psycholinguistics 0 Linked Open Data catalogues Annohub 0 Online resources Link directory 0 Journal directory 0 Database directory 0 Dictionary directory 0 Open access documents BASE 1 Linguistik-Repository 0 IDS Publikationsserver 0 Online dissertations 0 Language Description Heritage 0