Gamification suffers from the novelty effect but benefits from the familiarization effect: Findings from a longitudinal study
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,...
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| Veröffentlicht in: | International Journal of Educational Technology in Higher Education Jg. 19; H. 1; S. 1 - 25 |
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| Sprache: | Englisch |
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Springer International Publishing
15.02.2022
BioMed Central, Ltd Springer Nature B.V SpringerOpen |
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| ISSN: | 2365-9440, 2365-9440 |
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| Abstract | 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. |
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| AbstractList | 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. Abstract 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. |
| ArticleNumber | 13 |
| Author | Carvalho, Leandro Silva Galvão Pessoa, Marcela Toda, Armando M. Isotani, Seiji Oliveira, Elaine H. T. Rodrigues, Luiz Pereira, Filipe D. Palomino, Paula T. Fernandes, David Cristea, Alexandra I. |
| Author_xml | – sequence: 1 givenname: Luiz orcidid: 0000-0003-0343-3701 surname: Rodrigues fullname: Rodrigues, Luiz email: lalrodrigues@usp.br organization: Institute of Mathematics and Computer Science, University of São Paulo – sequence: 2 givenname: Filipe D. surname: Pereira fullname: Pereira, Filipe D. organization: Department of Computer Science, Federal University of Roraima, Durham University – sequence: 3 givenname: Armando M. surname: Toda fullname: Toda, Armando M. organization: Institute of Mathematics and Computer Science, University of São Paulo, Durham University – sequence: 4 givenname: Paula T. surname: Palomino fullname: Palomino, Paula T. organization: Institute of Mathematics and Computer Science, University of São Paulo, HCI Games Group, University of Waterloo – sequence: 5 givenname: Marcela surname: Pessoa fullname: Pessoa, Marcela organization: Amazonas State University, Institute of Computing, Federal University of Amazonas – sequence: 6 givenname: Leandro Silva Galvão surname: Carvalho fullname: Carvalho, Leandro Silva Galvão organization: Institute of Computing, Federal University of Amazonas – sequence: 7 givenname: David surname: Fernandes fullname: Fernandes, David organization: Institute of Computing, Federal University of Amazonas – sequence: 8 givenname: Elaine H. T. surname: Oliveira fullname: Oliveira, Elaine H. T. organization: Institute of Computing, Federal University of Amazonas – sequence: 9 givenname: Alexandra I. surname: Cristea fullname: Cristea, Alexandra I. organization: Durham University – sequence: 10 givenname: Seiji surname: Isotani fullname: Isotani, Seiji organization: Institute of Mathematics and Computer Science, University of São Paulo |
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| Snippet | 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... Abstract There are many claims that gamification (i.e., using game elements outside games) impact decreases over time (i.e., the novelty effect). Most studies... |
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| SubjectTerms | Assignments Benefits Collaboration Competition Computer Appl. in Social and Behavioral Sciences Computer Science Computers and Education Design Design of experiments Education Educational Technology Empirical analysis Familiarity Fiction Foreign Countries Game Based Learning Gameful Games Gamification Higher Education Humanities Information Systems Applications (incl.Internet) Intervention Introductory Courses Law Learning Learning Processes Longitudinal studies Motivation Novelty (Stimulus Dimension) Outcomes of Education Programming Quasi-experiment Repeated-measures Quasi-experimental methods Quasiexperimental Design Research Article Research design Statistics for Social Sciences STEM Education Student Behavior Students Technical education Technology-mediated educational innovations in Latin American higher education institutions Time Time Factors (Learning) Within-subjects design |
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| Title | Gamification suffers from the novelty effect but benefits from the familiarization effect: Findings from a longitudinal study |
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