amification suffers from the novelty effect but benefits from the familiarization effect: Findings from a longitudinal stud

Autor(es)

Rodrigues, Luiz ^[1] ; Pereira, Filipe D. ^{[2, 3]} ; Toda, Armando M. ^{[1, 2]} ; Palomino, Paula T. ^{[1, 4]} ; Pessoa, Marcela ^{[5, 6]} ; Galvao Carvalho, Leandro Silva ^[6] ; Fernandes, David ^[6] ; Oliveira, Elaine H. T. ^[6] ; Cristea, I, Alexandra ; Isotani, Seiji ^[1]

Afiliação do(s) autor(es)

^[1] Univ Sao Paulo, Inst Math & Comp Sci, Ave Trabalhador Sao Carlense, 400 Ctr, BR-13566590 Sao Carlos, SP - Brazil

^[2] I, Univ Durham, Durham - England

^[3] Univ Fed Roraima, Dept Comp Sci, Boa Vista, Parana - Brazil

^[4] Univ Waterloo, HCI Games Grp, Stratford, ON - Canada

^[5] Amazonas State Univ, Manaus, Amazonas - Brazil

^[6] Univ Fed Amazonas, Inst Comp, Manaus, Amazonas - Brazil

• Tipo de documento: Artigo Científico
• Fonte: NTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATIO; v. 19, n. 1 FEB 15 2022.
• Citações Web of Science: 0

Resumo

There are many claims that gamification (i.e., using game elements outside games) impact decreases over time (i.e., the novelty effect). Most studies analyzing this effect focused on extrinsic game elements, while fictional and collaborative competition have been recently recommended. Additionally, to the best of our knowledge, no long-term research has been carried out with STEM learners from introductory programming courses (CS1), a context that demands encouraging practice and mitigating motivation throughout the semester. Therefore, the main goal of this work is to better understand how the impact of a gamification design, featuring fictional and competitive-collaborative elements, changes over a 14-week period of time, when applied to CS1 courses taken by STEM students (N = 756). In an ecological setting, we followed a 2x7 quasi-experimental design, where Brazilian STEM students completed assignments in either a gamified or non-gamified version of the same system, which provided the measures (number of attempts, usage time, and system access) to assess user behavior at seven points in time. Results indicate changes in gamification's impact that appear to follow a U-shaped pattern. Supporting the novelty effect, the gamification's effect started to decrease after four weeks, decrease that lasted between two to six weeks. Interestingly, the gamification's impact shifted to an uptrend between six and 10 weeks after the start of the intervention, partially recovering its contribution naturally. Thus, we found empirical evidence supporting that gamification likely suffers from the novelty effect, but also benefits from the familiarization effect, which contributes to an overall positive impact on students. These findings may provide some guidelines to inform practitioners about how long the initial contributions of gamification last, and how long they take to recover after some reduction in benefits. It can also help researchers to realize when to apply/evaluate interventions that use gamification by taking into consideration the novelty effect and, thereby, better understand the real impact of gamification on students' behavior in the long run. (AU)

• Processo FAPESP: 18/15917-0 - Gamificando ambientes virtuais de aprendizagem: uma abordagem focada na narrativa e experiência do usuário
• Beneficiário: Paula Toledo Palomino
• Modalidade de apoio: Bolsas no Brasil - Doutorado
• Processo FAPESP: 13/07375-0 - CeMEAI - Centro de Ciências Matemáticas Aplicadas à Indústria
• Beneficiário: Francisco Louzada Neto
• Modalidade de apoio: Auxílio à Pesquisa - Centros de Pesquisa, Inovação e Difusão - CEPIDs