Gamification for low-literates: Findings on motivation, user experience, and study design

Schouten, D.G.M.; Pfab, I.; Cremers, A.H.M.; van Dijk, B.; Neerincx, M.A.

doi:10.1007/978-3-319-08596-8_77

Gamification for low-literates: Findings on motivation, user experience, and study design

Title

Gamification for low-literates: Findings on motivation, user experience, and study design

Author

Schouten, D.G.M.
Pfab, I.
Cremers, A.H.M.
van Dijk, B.
Neerincx, M.A.

Publication year

2014

Abstract

This study investigated the effects of the gamification elements of scaffolding, score and hints on the user enjoyment and motivation of people of low literacy. In a four-condition within-subjects experiment, participants per-formed mental spatial ability tests with the aforementioned elements. Quantitative results were inconclusive, but post-test interviews provided insights on the limited effectiveness of the gamification elements. Complex questionnaire wording, high task difficulty, and an improperly situated task environment all contributed to ceiling effects in the influence of scaffolding. Score was found to be ineffective without proper contextualization connecting the numerical score to clearer performance measures. Finally, the underused hints functionality has indicated the need for adequate 'mixed initiative' support.

Subject

Human Performances
PCS - Perceptual and Cognitive Systems
ELSS - Earth, Life and Social Sciences
Virtual environments and Gaming
Information Society
Gamification
Literacy
Motivation
User Enjoyment
Interactive devices
Scaffolds
Contextualization
Performance measure
Quantitative result
Spatial abilities
Task environment