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Gamification - digital design för att motiveralärande.
Halmstad University, School of Information Technology.
Halmstad University, School of Information Technology.
2015 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Blended learning blir allt vanligare inom högskoleutbildningar och majoriteten av kurser äridag kopplade till onlineportaler. För att enkelt kombinera klassrumsundervisning medonline learning används olika learning management system (LMS). Lärare kan dock intealltid förlita sig på att studenterna har en inre motivation och entusiasm till att lära, det finnsdock möjligheter att påverka den inre motivationen med hjälp av yttre faktorer. Medgamification används yttre motiverande faktorer för att skapa en rolig och engagerandemiljö utan att påverka studiernas trovärdighet. Gamification innebär att komponenter avspeldesign används utanför spelkontexten. Detta kan leda till ökad motivation hos studenterna.För att förstå olika typer av motivation bättre används Self-determination theory (SDT).Utifrån spelelement som lyfts fram i litteratur bekräftar eller bestrider och kompletterardenna uppsats detta med en empirisk studie som utgår ifrån en gamifierad kurs på högskolenivå.Spelelementen analyseras med SDT för att se hur de påverkar de tre inre psykologiskabehoven. Utifrån detta skapades tre designmönster som är till för att stödja utvecklare ochadministratörer av LMS då en gamifierad kurs utformas.

Abstract [en]

Blended learning is becoming more common within university education and the majoritiesof courses today are connected to an online portal. To easily combine teaching in theclassroom with online learning different types of learning management systems (LMS) arebeing used. Even though teachers cannot always put their trust in the students’ intrinsicmotivation and enthusiasm for learning, it is possible to affect the intrinsic motivation withthe help of extrinsic factors. With gamification extrinsic factors are used to create a fun andengaging environment without affecting the credibility of the studies. Gamification meansthat components of game design are used outside the context of gaming. This can lead to anincrease in motivation for the students. To better understand different types of motivationSelf-determination theory (SDT) is used. Based on the gameplay elements identified inscholarly texts this thesis confirms or denies, and complements this with an empirical studybased on a gamified course at university level. The gameplay elements were analyzed withSDT to see how they affected the three intrinsic psychological needs. Based on this, threedesign patterns were created to support developers and administrators of LMS whenforming a gamified course.

Place, publisher, year, edition, pages
2015. , 60 p.
Keyword [sv]
Gamification, Self-determination theory, Learning management system, designmönster, design pattern, blended learning, motivation
National Category
Computer and Information Science Human Computer Interaction
Identifiers
URN: urn:nbn:se:hh:diva-29438OAI: oai:DiVA.org:hh-29438DiVA: diva2:853019
Subject / course
Information Technology
Supervisors
Examiners
Available from: 2015-10-13 Created: 2015-09-10 Last updated: 2015-10-13Bibliographically approved

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Gamification - digital design för att motivera lärande.(1639 kB)178 downloads
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CiteExportLink to record
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Citation style
  • apa
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