Publié dans Interactive Learning Environments. In this paper, we propose to investigate in depth the effects of adaptive gamification on a continuum ranging from intrinsic motivation for knowledge to amotivation, by assigned game element. We conducted a field study involving 121 students (aged between 13 and 15 years old) from secondary schools during 4–6 weeks, to compare the impact of adapted game elements to randomly assigned ones. This approach allowed us to reveal the following findings: (1) the impact of gamification (either adapted or not) is different when considering each type of motivation, (2) the effects of the use of the gamified environment were only observed after five lessons, (3) the adaptation of the game elements seems to reinforce their effects on learners' motivation...

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Publié dans Proceedings of the ACM on Human-Computer Interaction. Little is known about how tailoring gamification affects learners’ engagement when interacting with the environment. In this paper, we analyse learners’ behaviours in a large-scale field study in real-world classroom conditions over a six-week period. We identify three behavioural patterns and show at a global level that two of these patterns are influenced by adaptation. When we look at how learners’ engagement evolves over time, we see more differences in the adapted condition, specifically in the final lessons of the experiment. Globally learners’ engaged behaviours gradually decreased over time but tailoring the game elements to learners seemed to reduce this decrease or make it more stable, depending on the behavioural patterns. Accessible en ligne.

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Publié dans IEEE Transactions on Learning Technologies. 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, ...

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Publié dans International Journal of Human-Computer Studies 2021 Over the last ten years, gamification has been widely integrated in digital learning environments as a way to increase learners' motivation. However, little is known about engaged behaviors adopted by learners when using gamified learning environments. In this paper, we analyze learners' interactions with a gamified learning environment to study learners' engagement in this particular context and to identify the factors that influence engaged behaviors. We also analyze the complex relationships that exist between learners' engagement and motivation....

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Publié au workshop GAMLA@LAK 21 (2021) Most current adaptive gamification approaches use what is often called a "static" adaptation approach-i.e. game elements are adapted to users once, generally before using the gamified tool, based on a static user profile. On the other hand, dynamic adaptation proposes to adapt game elements based on user behaviour in real time, reacting to variations in user engagement. In this paper, we propose an adaptation framework using an initial static adaptation based on learner profiles, and a dynamic adaptation that uses learning analytics to refine the static adaptation recommendations...

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Résumé: Cette recherche s’intéresse à l’effet d’un environnement informatique pour l’apprentissage humain (EIAH), coconçu avec des enseignants, sur la variation de la motivation des élèves à faire des mathématiques en fonction de leur sexe, de l’appartenance socioéconomique, du niveau de motivation initiale et du style motivationnel de l’enseignant lors de l’usage de cet EIAH en classe. Les principaux résultats, obtenus auprès de 163 élèves, en mesurant leur motivation en prétest et posttest via l’échelle de Vallerand (Vallerand et al., 1989), montrent un effet positif de l’EIAH en fonction de certaines caractéristiques des élèves, notamment pour ceux étant initialement les plus démotivés à faire des mathématiques, et inversement. Cet effet se vérifie particulièrement lorsque l’enseignant favorise l’autonomie des élèves. Mots-clés : EIAH, mathématiques, motivation autonome, modalités pédagogiques

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