O5-A2.4:  OpenVM Meaningful Gamification

Milestone 4 updated; document issued  in November 2019:

In this report we present an update of milestone 4 related to the implementation and user-testing of Meaningful Gamification in the OpenVM Learning Hub.

This publication is a follow-up to milestone 4. The workflow in O5-A2 includes the following milestones:

• Milestone 1: O5-A2.1: Definition of the design process and tools (February 2018)
• Milestone 2: O5-A1.2: O5-A2.2: Meaningful gamification concept  (May 2018)
• Milestone 3: O5-A2.3: Design of gamification elements (October 2018)
• Milestone 4: O5-A2.4: Implementation in the VM Learning Hub and User-Testing (February 2019)
• Milestone 4: O5-A1.5: Final concept and report (May 2020)

Meaningful gamification aims to enhance learner engagement and motivation to engage in learning activities without emphasising external rewards (Nicholson, 2012a, 2012b). The approach to meaningful gamification in the OpenVM Learning Hub is aligned with the Universal Design for Learning (UDL) which asks the central question “How does the design benefit the user?” for every design decision (Nicholson, 2012a). 

Meaningful gamification concept in the OpenVM project focuses on enhancing self-regulated learning through transparent criteria for attainment, assessment and recognition of OpenVM skills, meaningful feedback and opportunities for self-assessment, allowing learners take decision and make choices (e. g. choosing appropriate learning tools a to support one’s own learning, co-creation of learning content) in a personal learning environment. 

Meaningful gamification design aims to support learners in making meaningful choices affected by decisions of learners (e. g. deciding which learning activity to engage with) and engaging in an enjoyable learning experience (e. g. fun, interesting, relevant). The results from the first wave of pilots in 2019 have provided very valuable insight into the learning experience in this initial piloting phase in the OpenVM Learning Hub. The results have shown an overall positive evaluation of the different elements of meaningful gamification design which can be interpreted as a meaningful learning experience for the sample of 359 learners as described in this report.

The results related to the impact of meaningful gamification on self-regulated learning show that hints such as additional information such as the one about learning objectives, course materials and time to finish the course as well as hints related to progress were positively evaluated by MOOC participants across all 24 mini-MOOCs. High scores were specifically reached in relation to self-motivation, self-control, self-observation and self-reaction.