Using persuasive system design principles to evaluate two next generation digital learning environment

Cheong, C, Filippou, J, Cheong, F, Pirker, J and Gutl, C 2016, 'Using persuasive system design principles to evaluate two next generation digital learning environment', in M. E. Auer, D. Guralnick and J. Uhomoibhi (ed.) Proceedings of the 19th International Conference on Interactive Collaborative Learning (ICL 2016), Belfast, United Kingdom, 21-23 September 2016, pp. 255-268.


Document type: Conference Paper
Collection: Conference Papers

Title Using persuasive system design principles to evaluate two next generation digital learning environment
Author(s) Cheong, C
Filippou, J
Cheong, F
Pirker, J
Gutl, C
Year 2016
Conference name ICL 2016: Interactive Collaborative Learning
Conference location Belfast, United Kingdom
Conference dates 21-23 September 2016
Proceedings title Proceedings of the 19th International Conference on Interactive Collaborative Learning (ICL 2016)
Editor(s) M. E. Auer, D. Guralnick and J. Uhomoibhi
Publisher Springer
Place of publication Belfast, United Kingdom
Start page 255
End page 268
Total pages 14
Abstract The landscape of higher education is shifting as the expectations of modern students move towards increased integration of digital technology in their learning environments. As such, there is a strong need for Next Generation Digital Learning Environments (NGDLEs). Two examples of NGDLEs are Motivational Active Learning (MAL) and Task-Test-Monitor (TTM). Each was designed with a foundation of established learning theories. For these systems to be effective in improving student motivation and engagement however, they need to be persuasive. In this study, we evaluate the inherent persuasion of these two NGDLEs using the Persuasive Systems Design framework. The results show that MAL features more persuasive system characteristics than TTM. However, both are likely to persuade students. MAL's use of gamifica- tion adds a considerable amount of persuasiveness by leveraging social support, and provided justification for future NGDLEs to follow a similar path. This could lead to improvements in the design of e-learning systems in general.
Subjects Computer-Human Interaction
Information Systems not elsewhere classified
Keyword(s) persuasive systems
motivation
gamification
learning
DOI - identifier 10.1007/978-3-319-50340-0_22
Copyright notice © Springer International Publishing 2017
ISBN 9783319503394
Versions
Version Filter Type
Citation counts: Scopus Citation Count Cited 0 times in Scopus Article
Altmetric details:
Access Statistics: 102 Abstract Views  -  Detailed Statistics
Created: Wed, 05 Jul 2017, 07:56:00 EST by Catalyst Administrator
© 2014 RMIT Research Repository • Powered by Fez SoftwareContact us