Motivation for Corporate Training Through Feedback in Social Serious Games

While serious games [1] are commonly used for educational purposes in pedagogical as well as business contexts, social serious games [2], [3] that combine serious games and Enterprise Social Networks (ESNs) are rare. While the benefits of both gamification and ESN in e-learning contexts are mostly well-known, systematic integration of both has been not sufficiently addressed yet. The main benefit of the combination is the seamless integration of learning into business processes. Nevertheless, in context of corporate training like in any other learning context, the motivation of learners is a barrier that needs to be taken into account. Feedback is a well-known mechanism that supports learning by addressing psychological needs and motivation of the learner. To illustrate approaches for motivation of learners in social serious games, we introduce a knowledge quiz and demonstrate potential feedback mechanisms (especially dashboards). The description of these mechanisms leads to a framework which describes different dashboard types and elements as well as their potential impact on motivation.

[1]  T. Haladyna,et al.  A Taxonomy of Multiple-Choice Item-Writing Rules , 1989 .

[2]  Alexandre N. Tuch,et al.  A systematic review of quantitative studies on the enjoyment of digital entertainment games , 2014, CHI.

[3]  Shane Dawson,et al.  Informing Pedagogical Action , 2013 .

[4]  Tache Jurubescu.  Learning Content Management Systems , 2008 .

[5]  Siti Salwah Salim,et al.  Gamification Solutions to Enhance Software User Engagement—A Systematic Review , 2016, Int. J. Hum. Comput. Interact..

[6]  Hossam Haick,et al.  Motivation to learn in massive open online courses: Examining aspects of language and social engagement , 2016, Comput. Educ..

[7]  Maartje Bakhuys Roozeboom,et al.  The effectiveness of three serious games measuring generic learning features , 2017, Br. J. Educ. Technol..

[8]  Christian Zinke,et al.  Digital Social Learning - How to Enhance Serious Gaming for Collaborative Networks , 2017, PRO-VE.

[9]  E. Deci,et al.  The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior , 2000 .

[11]  Stephen Downes.  E-learning 2.0 , 2005, ELERN.

[12]  Carolin Strobl,et al.  Das Rasch-Modell. Eine verständliche Einführung für Studium und Praxis , 2010 .

[13]  Jovita M. Vytasek,et al.  What if Learning Analytics Were Based on Learning Science , 2016 .

[14]  Benjamin Heilbrunn,et al.  G-Learning – Gamification im Kontext von betrieblichem eLearning , 2015, HMD Praxis der Wirtschaftsinformatik.

[15]  R. Ryan,et al.  Self-determination theory , 2015 .

[16]  B. Zimmerman,et al.  Motivation and Self-Regulated Learning: Theory, Research, and Applications , 2009 .

[17]  Efraim Turban,et al.  Enterprise Social Networking: Opportunities, Adoption, and Risk Mitigation , 2011, J. Organ. Comput. Electron. Commer..

[18]  Ullrich Dittler.  E-Learning 4.0: Mobile Learning, Lernen mit Smart Devices und Lernen in sozialen Netzwerken , 2017 .

[19]  Sebastian Lins,et al.  Gamifying Information Systems - a synthesis of Gamification mechanics and Dynamics , 2014, ECIS.

[20]  Lennart E. Nacke,et al.  From game design elements to gamefulness: defining "gamification" , 2011, MindTrek.

[21]  Samir Chatterjee,et al.  A Design Science Research Methodology for Information Systems Research , 2008 .

[22]  J. Tirole,et al.  Intrinsic and Extrinsic Motivation , 2003 .

[23]  Christina M. Steiner,et al.  Making sense of game based user data: learning analytics in applied games , 2015 .

[24]  Austin Gibbons,et al.  Learning Analytics , 2014, Encyclopedia of Social Network Analysis and Mining.

[25]  Doug Clow.  An overview of learning analytics , 2013 .

[26]  Jan Pries-Heje,et al.  Soft design science methodology , 2009, DESRIST.

[27]  Galia Angelova,et al.  Gamification in Education: A Systematic Mapping Study , 2015, J. Educ. Technol. Soc..

[28]  E. Deci,et al.  Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. , 2000, The American psychologist.

[29]  Christina Schildmann,et al.  Arbeit transformieren! : Denkanstöße der Kommission "Arbeit der Zukunft" , 2017 .

[30]  Heinz Mandl,et al.  How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction , 2017, Comput. Hum. Behav..

[31]  Dragan Gasevic,et al.  Handbook of Learning Analytics , 2017 .

[32]  Steven Lonn,et al.  Investigating student motivation in the context of a learning analytics intervention during a summer bridge program , 2015, Comput. Hum. Behav..

[33]  Cees P. M. van der Vleuten,et al.  The use of progress testing. , 2012 .

[34]  Luis de Marcos,et al.  An empirical study comparing gamification and social networking on e-learning , 2014, Comput. Educ..

[35]  Dan,et al.  [ACM Press the 15th International Academic MindTrek Conference - Tampere, Finland (2011.09.28-2011.09.30)] Proceedings of the 15th International Academic MindTrek Conference on Envisioning Future Media Environments - MindTrek \'11 - From game design elements to gamefulness , 2011 .

[36]  B. Zimmerman,et al.  Understanding and Promoting Autonomous Self-Regulation: A Self-Determination Theory Perspective , 2012 .

[37]  C. V. D. van der Vleuten,et al.  The use of progress testing , 2012, Perspectives on Medical Education.

[38]  C. Vleuten,et al.  Fifteen Years of Experience with Progress Testing in a Problem-Based Learning Curriculum. , 1996 .

[39]  Ralf Steinmetz,et al.  Social Serious Games Framework , 2013, Mensch & Computer Workshopband.

[40]  Amy Javernick‐Will.  Motivating Knowledge Sharing in Engineering and Construction Organizations: Power of Social Motivations , 2012 .

[41]  Salvatore T. March,et al.  Design and natural science research on information technology , 1995, Decis. Support Syst..

[42]  E. Deci,et al.  INTRINSIC AND EXTRINSIC MOTIVATION: CLASSIC DEFINITION AND NEW DIRECTION , 2000 .

[43]  Ina Finke,et al.  Motivation for Knowledge Management , 2003 .

[44]  E. Deci,et al.  Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. , 2000, Contemporary educational psychology.

[45]  J. Spector,et al.  The Sciences of Learning and Instructional Design : Constructive Articulation Between Communities , 2017 .

[46]  Richard N. Landers,et al.  Casual Social Games as Serious Games: The Psychology of Gamification in Undergraduate Education and Employee Training , 2011, Serious Games and Edutainment Applications.

[47]  Michael W Allen,et al.  Michael Allen's Guide to E-Learning: Building Interactive, Fun, and Effective Learning Programs for Any Company , 2003 .

[48]  Hans De Witte,et al.  Capturing autonomy, competence, and relatedness at work: Construction and initial validation of the Work‐related Basic Need Satisfaction scale , 2010 .

[49]  Christian Burgers,et al.  How feedback boosts motivation and play in a brain-training game , 2015, Comput. Hum. Behav..

[50]  Gary Bente,et al.  Why so serious? On the relation of serious games and learning , 2010, Eludamos: Journal for Computer Game Culture.

[51]  Andrija Bernik,et al.  Gamification in E-Learning: Introducing Gamified Design Elements into E-Learning Systems , 2015, J. Comput. Sci..

[52]  Erik Duval,et al.  Learning dashboards: an overview and future research opportunities , 2013, Personal and Ubiquitous Computing.

[53]  Frithjof Bergmann,et al.  Neue Arbeit, neue Kultur , 2004 .

[54]  Kyrill Meyer,et al.  Digital Social Learning – Collaboration and Learning in Enterprise Social Networks , 2017 .

[55]  Christopher P. Niemiec,et al.  Autonomy, competence, and relatedness in the classroom , 2009 .

[56]  Jesse Fox,et al.  Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance , 2015, Comput. Educ..